Práctica educativa informada por la investigación: cómo ayudar a los educadores a comprometerse con la investigación para el bien común

Brown, Chris and Ion, Georgeta (2022) Práctica educativa informada por la investigación: cómo ayudar a los educadores a comprometerse con la investigación para el bien común. Revista de Educacion, 2022 (397), 239-260. (doi:10.4438/1988-592X-RE-2022-397-546).

Abstract

This paper examines research informed educational practice (RIEP) and how RIEP can become an integral part of how education systems operate. For the purposes of this paper, we define RIEP as the use of academic research by teachers and school leaders in order to improve aspects of their teaching, decision-making, leadership or ongoing professional learning. First RIEP is considered within the broader context of ‘research for the common good’. The paper then discusses how, despite the benefits and imperatives associated with RIEP, there is still a gap between educational research and educational practice. Considering the extant barriers to RIEP, the paper then concludes with a discussion of the types of ‘universal’ initiatives that can foster RIEP, regardless of the contextual factors operating at the system-level. In short, we argue that RIEP can materialise subject to: 1) effective capacity building to enhance teachers’ research literacy (including within initial teacher education and continuing professional development activity); 2) Top-down initiatives that promote RIEP-centred collaboration between practitioners and practitioners, and practitioners and research/researchers that enable teachers to become partners in the research production process and ensure universities are engaged in practice focused research production and 3) the expectation that school leaders are responsible for implementing collaborative inquiry, focused approaches to RIEP, within their school. Finally, we also suggest these three factors need to be reinforced with consistent support from macro and meso level actors. Consistent support from macro and meso level actors (such as district leaders) in relation to each of the three aspects detailed above, including in terms of governance and accountability. In other words, RIEP is not derailed by new and conflicting initiatives, and is reflected in key structures affecting how schools operate.

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Contributors

Author: Chris Brown

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