Evidence-informed educational practice in Catalan education: from public agenda to teachers' practice.

Autor/inn/en	Ion, Georgeta; Suárez, Cecilia Inés; Diaz Vicario, Anna
Titel	Evidence-informed educational practice in Catalan education: from public agenda to teachers' practice. Paralleltitel: Na dokazih utemeljena izobrazevalna dejavnost znotraj katalonskega izobrazevanja: od javne razprave do prakse.
Quelle	In: CEPS journal, 11 (2021) 2, S. 37-57Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.1062
URN	urn:nbn:de:0111-pedocs-227680
Schlagwörter	Bildungsforschung; Interview; Bildungssystem; Daten; Evidenz; Implementierung; Innovation; Nutzung; Katalonien; Spanien
Abstract	Catalonia has a long tradition of school innovation movements. These have increased in recent years as public administration and private entities have initiated substantial school reforms oriented toward the use of evidence in teaching practice. As the Catalan education system is highly autonomous, not all schools have embraced the evidence-informed practice (EIP) movement, and this has created differences between schools that choose to implement a change or innovation based on scientifically demonstrated evidence and those that do not. In the present paper, we will attempt to understand the current state of the inclusion of evidence-informed practice in Catalonia and to assess teachers' perceptions of its adoption as part of their daily practice. In order to address these issues, we start by exploring the legal and structural framework grounding the implementation of evidence-informed practice in the Catalan system, and through interviews conducted in a sample of primary school leaders and teachers, we approach the organisational and individual level to explore the opportunities to implement an authentic evidence-practice approach in the Catalan education system. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4