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Teachers’ Use of Knowledge Sources to Develop and Improve Practice
Sun, April 14, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 2Session Type: Symposium
Abstract
Over the past two decades, there has been a growing demand for evidence-based policies and practices in education worldwide. A key challenge internationally is the assumption that access to various knowledge sources leads to its actual use. This symposium focuses on the extent to which and how teachers' use various knowledge sources, such as data from standardized testing, practical experiences, subject knowledge, pedagogy, didactics, and educational research in development work. The symposium will address research gaps, enhance our understanding of conceptual frameworks as well as contextual factors and conditions influencing teachers' use of knowledge sources. Moreover, it will engage an international audience in discussing the research-policy-practice-nexus to improve education and serve the public good.
Sub Unit
Chair
Papers
Research on "Research Use" in Education: A Systematic Review - Sølvi Mausethagen, Oslo Metropolitan University; Hege Hermansen, Oslo Metropolitan University; Hilde Afdal, Ostfold University College
Navigating in Data-Driven Systems: A Comparative Analysis of Schools’ Data Use in Different Institutional Settings - Gerard Ferrer-Esteban, Universitat Oberta de Catalunya; Antonina Levatino, Universidad de Sevilla; Antoni Verger, Universitat Autònoma de Barcelona
Teachers’ Changing Perceptions of Professional Knowledge: Empirical Findings From Norway - Hanna Holmeide, Oslo Metropolitan University; Joakim Caspersen, Norwegian University of Sceince and Technology
Teachers’ Use of Research in Development Work: Empirical Findings From Switzerland - Vera Niederberger, Schwyz University of Teacher Education; Guri Skedsmo, University of Oslo
Developing and Testing a New Framework for Considering Research Use: Theory and Survey Findings From England - Chris Brown, University of Southampton