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Research Utilization: How Do Teachers Address the Crisis of Praxis?

Mon, April 8, 2:15 to 3:45pm, Fairmont Royal York Hotel, Mezzanine Level, Confederation 6

Abstract

This paper is concerned with in-service teachers' reading and interpretation of a peer-reviewed journal article. It draws empirical materials from a larger study, which explored how teachers responded to the "crises" of representation, legitimation, and praxis in educational research. In this paper, I present a subset of data to illustrate how some of the participants addressed the crisis of praxis. I describe the participants' responses as ways of reading and discuss how these ways of reading constitute an interpretive-ethical approach to research utilization. Such an approach, it is argued, holds the potential to interrupt instrumental models of research use. A case is made for understanding how teachers interpret research findings in keeping with their local contexts and professional commitment.

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