How to Achieve a 21st Century Research-Informed Teaching Profession? Survey Findings From Educators in England

• In Event: AERA Poster Session 9
  In Poster Session: Research Use SIG Poster Gallery: Teachers' Use of Research (San Diego)

Abstract

This paper considers the engagement by teachers and school leaders in ‘research-informed educational practice’ (RIEP). In particular, the paper uses a novel theoretical perspective to attempt to uncover additional insights into why educators do/do not engage in RIEP, and to provide practice and policy-recommendations as to how this situation can be improved. To provide a theoretical basis, we adopt Baudrillard’s (1968) semiotic theory of consumption. A survey methodology was used to address our three research questions: with the survey developed and tested before being administered to 2,400 teachers. Multiple regression analyses were used to analyse our findings. Our results provide a richer and more nuanced understanding of what is required to achieve RIEP than has been previously possible.

Authors

• Chris Brown, Durham University

• Jane Flood, Durham University

• Stephen Macgregor, Queen's University

• Joel R Malin, Miami University - Oxford