Teachers' perceptions of evidence-informed practice. An analysis according to school complexity level in Catalonia.

Autor/inn/en	Suárez-Rivarola, Cecilia-Inés; López-Crespo, Saida; Díaz-Vicario, Anna
Titel	Teachers' perceptions of evidence-informed practice. An analysis according to school complexity level in Catalonia. Paralleltitel: Zaznave uciteljev o na dokazih utemeljeni dejavnosti: analiza glede na stopnjo kompleksnosti vzgojnoizobrazevalnih zavodov v Kataloniji.
Quelle	In: CEPS journal, 16 (2026) 1, S. 81-102Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35146 10.26529/cepsj.2196
URN	urn:nbn:de:0111-pedocs-351466
Schlagwörter	Wahrnehmung; Schule; Lehrer; Schüler; Lehren; Empirische Untersuchung; Forschung; Inklusion; Forschungsbezug; Komplexität; Praxis; Katalonien; Spanien
Abstract	The research-informed approach is attracting increasing interest in European and national education policy, as well as in local education policy in Catalonia (Spain). Previous studies have revealed that it is associated with multiple benefits for improving equity and inclusion. This is particularly relevant in the case of vulnerable children: teachers' use of research can facilitate more inclusive practices, benefiting the learning outcomes of such children. In the present paper, the authors analyse teachers' perceptions of the importance of evidence-informed practices according to the level of complexity of the schools where they work. In doing so, the authors applied an ad-hoc survey to 314 early childhood, primary and secondary teachers working in high-, medium- and low-complexity schools in Catalonia. The measure of school complexity, as defined by the Catalan administration, classifies schools and distributes resources according to socioeconomic and administrative complexity indicators. Descriptive and comparative analyses were conducted. The findings revealed that although teachers acknowledge the value of educational research, its use is shaped by organisational conditions and the broader school context. Low-complexity schools provide more favourable environments for the systematic use of evidence, highlighting both an opportunity and a challenge to enhance these conditions in more complex settings. Nevertheless, differences across schools by complexity level are generally subtle, with only a few statistically significant variations. Time for training and regular practice evaluation emerge as key factors for implementing teachers' evidence-informed practice across all school types. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3