Using Research Evidence to Inform Educational Practice: Exploring Teachers’ Skill and Will to Do So

Session Type: Symposium

Abstract

Research and its use are critical to improving education. Engaging with research helps teachers identify effective practices and develop innovative teaching methods. This symposium examines teachers' capacity and motivation to use research in a qualitative way. The first paper focuses on the research-related competence of Austrian pre-service and in-service teachers. The second paper, based on large-scale U.S. survey data, examines how formal research training, research-related experiences, and social connections with researchers enhance educators' ability to critically engage with research. The third paper, a quantitative pilot study from Flanders, Belgium, examines teachers' research attitudes and considers the interplay between individual use practices and systemic factors.

Sub Unit

• SIG-Research Use

Chairs

• Evelyn Goffin, University of Antwerp

• Jana Groß Ophoff, University College of Teacher Education Vorarlberg

Papers

• Who Is More Competent in Using Research – In-service or Pre-service Teachers? An example from Austria - Jana Groß Ophoff, University College of Teacher Education Vorarlberg; Jonas Pfurtscheller, University College of Teacher Education Vorarlberg; Laurin Brandt, University College of Teacher Education Vorarlberg

• Factors Influencing Educators Capacity to Critically Consume Research - Ekaterina Bergwall, University of Delaware; Elizabeth N. Farley-Ripple, University of Delaware

• Research use in Flemish Education: From Personal Interest to Professional Practice? - Evelyn Goffin, University of Antwerp; Jan Vanhoof, Antwerp University

Discussant

• Joel R. Malin, Miami University (OH)