Achieving Research-Informed Practice amongst Teachers in Madrid and Catalonia: Findings from a Quantitative Analysis

Autor/inn/en	Ion, Georgeta; Brown, Chris; López-Sirvent, Ernest
Titel	Achieving Research-Informed Practice amongst Teachers in Madrid and Catalonia: Findings from a Quantitative Analysis
Quelle	In: International Journal of Education Policy and Leadership, 18 (2022) 2, (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ion, Georgeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Evidence Based Practice; Teacher Characteristics; Institutional Characteristics; Self Efficacy; Beliefs; Educational Research; Teacher Researchers; Value Judgment; Trust (Psychology); Information Sources; Administrator Role; Peer Influence; Elementary School Teachers; Early Childhood Teachers; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Werturteil; Information source; Informationsquelle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik
Abstract	Background: In Spain, as in many other countries, educational administrators are calling for schools and teachers to engage with research-informed teaching (RIT) to improve the quality of teaching and student outcomes. Despite this interest, schools' and teachers' engagement with research evidence is inconsistent, and studies exploring the factors affecting teachers' and schools' commitment to RIT, in the Spanish context, are undeveloped. Analysis: The authors analyzed a survey sample of 462 teachers in 204 Spanish schools to identify teacher and school characteristics that determine teachers' likelihood of engaging in evidence-informed educational practice (EIP). This analysis explores variables such as teachers' concepts of research, their self-efficacy to understand and conduct educational research, and the influence of school organizational variables. Findings: Teachers seem reluctant to use research in class practice. Whether research is seen as relevant to their immediate or short-term needs, combined with the capacity to use data research evidence, appears to be a decisive factor for those engaged with research. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01