Abstract
Teaching has long been considered a profession that draws on the personal intuition and craft knowledge of teachers, as well as a rich body of knowledge about learning and instruction, grounded in educational research. Studies of teachers’ research use, however, demonstrate that they most often refer to personal knowledge or that of a trusted colleague, with published educational research rarely mentioned. Studies of teachers’ research utilization have primarily drawn attention to various impediments such as lack of time or research training, while teachers’ beliefs about knowledge sources have received less attention. In this proposal, we report on data from a qualitative study of middle and high-school teachers’ epistemic beliefs about the use of educational research for their practice. We present a conceptual framework of teachers’ beliefs about research utilization that is informed by their practical values, epistemic and practical goals and aims, and epistemic beliefs about educational knowledge. Based on this model and our participants’ responses, we offer recommendations for effective research communication strategies with teachers, taking their epistemic beliefs into account. Although not typically included in discussions of research literacy and utilization, we suggest that including research communication strategies in these discussions is essential for increasing the likelihood of research use by practitioners.
Presenters
Elana JoramProfessor, Educational Psychology, University of Northern Iowa, Iowa, United States Anthony Gabriele
Professor, Educational Psychology, Foundations, and Leadership Studies, University of Northern Iowa, Iowa, United States
Details
Presentation Type
Theme
Adult, Community, and Professional Learning
KEYWORDS
TEACHER LEARNING, RESEARCH LITERACY, PROFESSIONAL DEVELOPMENT, EPISTEMIC COGNITION, RESEARCH UTILIZATION
