15 SES 08, Case Study (Part 3)
Paper Session continued from 15 SES 07
The expertise of teachers is often based on insights they have acquired in their own practice, but they hardly use knowledge that goes beyond these specific situations (Weimer, 2008). Although teachers’ practical wisdom and expertise are highly valuable for every day classroom practice, it is inefficient to re-invent new developments without using knowledge from research and systematized experience of other teachers. In addition to their practical wisdom, teachers can make use of academic or research-based knowledge about educational interventions and strategies, that can guide teachers towards improving their teaching practice (Leat & Lin, 2003; Little & Houston, 2003).
This review concerns teachers’ utilization of academic or research-based knowledge. Academic educational knowledge is defined by Lysenko et al. (2014) as knowledge produced by professional researchers or by teachers conducting research in collaboration with researchers. The term ‘academic knowledge utilization’ refers to teachers’ use of academic knowledge to ground teaching practice on research evidence. Academic knowledge utilization is conceptualized as the process of finding, selecting and understanding knowledge, translating knowledge into implications for teaching practice and applying these implications in one’s own teaching practice. A next step in this process is sharing this knowledge and experiences with others. This means that academic knowledge utilization is an ongoing or cyclical process of finding, using, and sharing knowledge.
Commonly acknowledged in education and educational sciences, however, is the gap between research and practice, and between research communities and practice communities; researchers think there is a knowledge base which teachers can use, but teachers experience barriers to access that knowledge base, and find that researchers examine problems that are less relevant for practice. Therefore, teachers’ academic knowledge utilization continues to be a challenge.
This review explores barriers, conditions and strategies for increasing teachers’ academic knowledge utilization. Three questions will be answered: 1) Which barriers for teachers’ academic knowledge utilization are described in the literature, 2) Which conditions are recommended to enhance teachers’ academic knowledge utilization, and 3) Which interventions are recommended to increase teachers’ academic knowledge utilization?
Broekkamp, H., & Hout-Wolters, B. H. A. M. van. (2007). The gap between educational research and practice: A literature review. Educational Research and Evaluation, 13, 303-220. Cain, T. (2016). Denial, opposition, rejection or dissent: why do teachers contest research evidence? Research Papers in Education, 1-15. Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-471. Landrum, Timothy J, Cook, Bryan G, Tankersley, Melody & Fitzgerald, Shawn. (2002). Teacher Perceptions of the Trustworthiness, Usability, and Accessibility of Information from Different Sources. Remedial and Special Education, 23(1), 42. Leat, D., & Lin, M. E. I. (2003). Developing a pedagogy of metacognition and transfer: some signposts for the generation and use of knowledge and the creation of research partnerships. British Educational Research Journal, 29(3), 383-414. Levin, B. (2013). To know is not enough: research knowledge and its use. Review of education, 1(1), 2-31. Little, M. E., & Houston, D. (2003). Research into practice through professional development. Remedial and Special Education, 24(2), 75-87. Lysenko, L. V., Abrami, P. C., Dagenais, C. & Janosz, M. (2014). Educational Research in Educational Practice: Predictors of Use. Canadian Journal of Education, 37(2). Nutley, S., Jung, T., & Walter, I. (2008). The many forms of research‐informed practice: a framework for mapping diversity. Cambridge Journal of Education, 38(1), 53-71. Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. Weimer, M. (2008). Positioning scholarly work on teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(1), 1-6. Williams, D., & Coles, L. (2007). Teachers' approaches to finding and using research evidence: an information literacy perspective. Educational research, 49(2), 185-206.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
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Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 15. Research Partnerships in Education
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Network 26. Educational Leadership
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