Abstract: This symposium offers a global, “state-of-the-art”, picture of research informed educational practice (RIEP, e.g., Brown, Schildkamp & Hubers, 2017; Groß Ophoff, Brown & Helm, 2023), derived from the current evidence-based policy, drawing from numerous studies from across Europe addressing if, how and to what effect teachers’ engagement with academic research can be fostered. These studies are uniquely framed by the widely shared fundamental conception of evidence and data use in education as a complex, cognitive, knowledge-based problem-solving or inquiry cycle with consecutive phases that are not ensued in a linear, but rather iterative fashion (a.o. Groß Ophoff & Cramer, 2022; Schildkamp et al., 2013). In this research field, RIEP is explored on a variety of levels (e.g., data, user, context) and in different contexts of application in the educational sector (e.g., educational practice or teacher education) and draws on sociological, psychological and leadership approaches. In this connection, the differentiation between fields of research and practices allows us to understand that the diversity of publications (more scientific or more praxeological) constitutes more of a richness than a problem, on the condition that we distinguish the contexts, the purposes and the modalities of production and diffusion. Indeed, recently, several research currents have engaged in hybrid work, of a scientific nature (distanced, objectified, instrumented) but conducted in partnership with field actors (Albero, 2017). While recommendations on the use of research findings are available in abundance, it becomes more and more clear that fostering it is a truly challenging business, the very desirability of which deserves to be questioned. In response, this session provides clear implications with practical propositions and ways forward, exploring the full gamut of RIEP, from initial teacher education, to in-service professional development; and examining political and contextual factors from the systems level to the motivations of the individual teacher. The objective of this session is not only to provide a European overview of research-informed teaching practice in education, but to address the ways research findings can be mobilized, and to question the many variations of “evidence relations” in teacher education: What are they? Where does the desire to strengthen RIEP come from, what is its history? Should it be encouraged and how, under what conditions? What are the relevant conclusions on how to make teachers' engagement with research a reality? How does RIEP differ from other approaches such as evidence-based practice in education?

Significance: Although numerous studies have posited ways forward for RIEP, it is clear that fostering it is truly complex and challenging business (Brown et al., 2022; Groß Ophoff & Cramer, 2022). In response, this symposium addresses this issue in a unique manner, providing insight by exploring a variety of levels and perspectives; drawing on systems theory, sociological, psychological and leadership perspectives. It provides clear implications with practical propositions and ways forward.

Structure: The presentations will be in the order below. The chair will introduce the overall theme of the symposium. This will be followed by presentations from the other participants. The symposium will conclude with comments from the discussant and then questions from the audience.

- Albero, B. (2017). Production de connaissances et action éducative. Dans Rapport sur la recherche sur l’éducation (vol. 2), p. 13-16. Athéna. - Brown, C., Schildkamp, K. & Hubers, M. D. (2017). Combining the best of two worlds: A conceptual proposal for evidence-informed school improvement. Educational Research, 59(2), 154–172. - Brown, C., MacGregor, S., Flood, J. and Malin, J. (2022). Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England, Frontiers in Education. - Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L, Willis, B. and Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Department for Education. - Groß Ophoff, J., Brown, C. & Helm, C. (2023). Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Frontiers in Education, 7, 1011241. - Groß Ophoff, J. and Cramer, C. (2022) The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany, in C. Brown and J. Malin (Eds) The Handbook of Evidence-Informed Practice in Education: Learning from International Contexts (London, Emerald) (pp. 175-196). - Schildkamp, K. & Lai, M. K., Earl, L. (2013). Data-based decision-making in education. Springer.