Teachers' Capacity to Engage With Research Evidence in Practice: Continuities and Discontinuities Between Initial and Continuous Training

• In Event: Division H International Committee Symposium. Bridging the Research-Practice Gap: Interdisciplinary Approaches to Teachers' and Schools' Engagement With and in Research

Abstract

Objectives: The study aims to explore how teachers’ competence to engage with research (RC) developed through teacher education programs at university and during teacher’s professional continuous learning.

Theory: Training and lifelong professional development are needed to ensure the quality and effectiveness teaching and learning. One of the competencies associated with 21st-century schools (OECD, 2005) is for teachers to be able to make efficient use of research with the goal to improve student performance under conditions of diversity.
RC provides a conceptual, attitudinal and procedural framework, that allows teachers to align their teaching practice with educational research and educational policy decisions, to evaluate their classroom activities. However, in order to be able to use research, teachers need research-related abilities and expertise, that enable them to develop, adopt, and use research-informed pedagogic strategies (e.g. Cain et al., 2019). In order to achieve this, initial and continuous training should be aligned.

Methods: The findings are based on data from a series of studies conducted in Catalan primary schools during the last 5 years (N = 856; a.o., Ion & Lopez, 2022). In addition, interviews with a sample of 24 teachers were conducted and 10 focus groups(N = 80 teachers/school leaders) are currently held.

Results: Findings show that some of the factors shaping the teachers’ engagement with research in practice are their level of RC, their conception of research and the level of self-efficacy. The consideration of research as relevant in combination with the capacity to use research data and initiate research, appears to be decisive. The findings show further that teachers' experience is essential for developing RC and confidence. While experience (e.g. during initial training) strengthens confidence and the acquisition of RC, the likelihood increases that research evidence will be used in practice. Considering that the concept of research and the ability to use it are grounded in training programs, the findings support the importance of reliable teacher learning and research capacity. This capacity should involve robust in-service training, which can overcome possible deficits in research during initial stage of teacher’s education. It should also include strategies designed to enhance teachers' knowledge and skills in research, transcend the formal contexts, take advantage of informal learning opportunities, and pay attention to the transference of these skills to the class context.

Significance: The study stresses the importance of the alignment between initial and continuous training in building the teachers’ capacity to engage with research evidence in terms of developing their research skills, fostering their self-efficacy and configuring their conception of research.

References:
Cain, T., Brindley, S., Brown, C., Jones, G., & Riga, F. (2019). Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching. British Educational Research Journal, 45(5), 1072-1087.
Ion, G., & López Sirvent, E. (2022). Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection. School Effectiveness and School Improvement, 1-19.
Organisation for Economic Co-operation and Development (OECD) (2005, 6th edn). Teachers matter: Attracting, developing and retaining effective teachers. Paris, OECD Publishing.

Authors

• Georgeta Ion, Universitat Autònoma de Barcelona
  Presenting Author

• Anna Diaz-Vicario, Universitat Autònoma de Barcelona
  Non-Presenting Author

• Saida Lopez, Universitat Autònoma de Barcelona
  Non-Presenting Author

• Cecilia Inés Suárez Rivarola, Universitat Autònoma de Barcelona
  Non-Presenting Author