Bridging the Gap between Researchers and Practitioners

Montgomery, Cherice; Smith, Laura Catharine

doi:10.1111/tger.10183

Cited by 19 publications

(19 citation statements)

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“…Consequently, journal articles are very often linguistically, conceptually, and/or physically inaccessible to practitioners (Bevan, ; Borg, ; Byrnes, ; Ellis, ; Lantolf, ; Macaro, ; McNamara, ). Montgomery and Smith () observed that teachers often “express frustration with how ‘out of touch’ academic articles seem to be with the day‐to‐day realities of [classrooms]” (p. 100), and Shkedi () reported Israeli teachers’ lack of trust in research and the generalizations that are drawn, with perceptions such as “it's statistics, it's not reflective of reality” (p. 567). Kiely () highlighted that “if teachers feel researchers do not understand their task in classroom teaching, they are unlikely to be persuaded to innovate or experiment” (p. 443).…”

Section: Researchers’ Push For Flow Between Research and Practicementioning

confidence: 99%

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Marsden

Kasprowicz

2017

The Modern Language Journal

108

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This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research-practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.Keywords: perceptions of research; research-practice interface; consumption of research; citation; professional journals; teacher knowledge; teacher education THE DESIRE TO FACILITATE THE FLOW of information between research and practice is well established among journal editors (via 'Aims and Scope' sections), researchers (via articles and books), research associations (via mission statements, conference themes, invited plenaries), teachers (via professional associations, journals, conferences), and policy makers (via infrastructure, grey literature, schemes to incentivize researcher-practitioner communication). One way of enriching research-practice interfaces is via engaging practitioners in doing action

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Section: Researchers’ Push For Flow Between Research and Practicementioning

confidence: 99%

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Marsden

Kasprowicz

2017

The Modern Language Journal

108

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“…Con todo ello se dio un importante impulso a una línea de investigación que busca profundizar en la relación entre investigación y práctica educativa y aportar ideas para su mejora (Anwaruddin, 2015;Beycioglu, Ozer & Ugurlu, 2010;Broekkamp & van HoutWolters, 2007;Drill, Miller & Behrstock-Sherratt, 2012;Ion & Iucu, 2014;Gore & Gitlin, 2004;Hemsley-Brown & Sharp, 2003;Levin 2013;Lysenko et al, 2014;Montgomery & Smith, 2015;Vanderlinde & van Braak, 2010;Winch, Oancea & Orchard, 2015;Witherow, 2011;Zeuli, 1994). Dada la importancia de la formación del profesorado en la comprensión y mejora de esa relación, algunos trabajos se han centrado específicamente en la relación que los futuros docentes tienen con la investigación educativa (Ball & Forzani, 2009;Counsell et al, 2000;Elliot, 2001;Korthagen, 2007;Rust, 2009;Tom, 1997;Zeichner, 1995Zeichner, , 2010.…”

Section: Introductionunclassified

Percepciones de los docentes en formación sobre la investigación educativa

Perines

Torrecilla

2017

Estud. pedagóg.

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RESUMENEste artículo presenta una investigación que busca conocer las percepciones que los profesores de Educación Primaria en formación tienen de la investigación educativa. Para lograrlo, se realizó un estudio cualitativo de enfoque fenomenográfico con veinte estudiantes de Magisterio en Educación Primaria de la Universidad Autónoma de Madrid. Los resultados, en contraste con estudios anteriores, apuntan a que los futuros profesores perciben a la investigación como un saber importante y necesario para su profesión y valoran positivamente el trabajo de los investigadores. Sin embargo, creen que su formación en investigación debe ser mejor y más útil para su desempeño docente.Palabras clave: docentes, investigación, difusión de conocimientos, formación de profesores. ABSTRACT This article presents a research that seeks to identify the perception of in training-Primary Education teachers regarding the educational research. To develop this research, a qualitative study with a phenomenographic approach was applied to twenty students of the Elementary Education Program from Universidad Autónoma de Madrid. The results, in contrast to previous studies, suggest that future teachers perceive research as important and necessary in their profession and value positively the work of researchers. However, they believe that the training they receive in terms of research should be better and more useful for their teaching performance.

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“…However, although the link between research and teaching is becoming important in higher learning institutions, there is a gap between educational research and teaching practices [6], [9], [12], [13]. The problem does not lie much on whether educators undertake research but the culture of using research to inform their classroom practice seems lacking [6].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, teachers are encouraged to modify their teaching approaches and make effective use of the research-supported instructional methods that would help enhance students' learning outcomes and quiet critics of poor preparation of students for living and working in the real world [3]. Findings from the educational research in language learning can assist educators in providing evidence-based justifications for the curriculum materials they choose and the pedagogical decisions they make [12]. Thus, educational research provides a potential source of knowledge that English language lecturers could draw upon in order to meet the demands of current and innovative classroom instructions.…”

mentioning

confidence: 99%

“…Findings from the educational research in language learning can assist educators in providing evidence-based justifications for the curriculum materials they choose and the pedagogical decisions they make [12]. Thus, educational research provides a potential source of knowledge that English language lecturers could draw upon in order to meet the demands of current and innovative classroom instructions.However, although the link between research and teaching is becoming important in higher learning institutions, there is a gap between educational research and teaching practices [6], [9], [12], [13]. The problem does not lie much on whether educators undertake research but the culture of using research to inform their classroom practice seems lacking [6].…”

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confidence: 99%

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The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

Sanmugam¹,

Shamsudin²

2017

IJLLL

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Abstract-In the 21st century workplace, future engineers are not only required to possess technical knowledge but also relevant soft skills for effective workplace communication purposes. Specifically, the demand of communication skills among engineers has accelerated since the workplace expects professional engineers to be equipped with excellent communication skills for global interaction. The responsibility to develop proficient future engineering workforce are mainly shouldered by the English language lecturers. Thus, it is paramount for English language lecturers to use the most effective teaching and learning approaches to prepare engineering students for future workplace expectations. Educational research in language teaching and learning provides evidence-based pedagogical strategies which English language lecturers' could consult in making pedagogical decisions. This article describes the use of educational research findings to develop engineering students' workplace communication skills based on the model of 'Teaching as Inquiry' developed by the New Zealand Ministry of Education. Index Terms-educational research, Teaching as Inquiry, workplace communication skills. I. INTRODUCTIONThe teaching of English in higher education institutions in Malaysia mostly endeavors to prepare students for workplace communication. However, it is viewed problematic when graduates are not employed due to not having skills to communicate effectively in English. Specifically, the issue of poor communication skills among engineering graduates has been linked to inadequacy of English language courses and poor preparation of engineering graduates for the workplace [1], [2].What is delivered inside world's higher education classrooms leaves an intense impact on not only students' grades but also towards the global economic, social success and international survival [3]. Previous studies have mentioned that the real challenge in producing proficient graduates is unspokenly shouldered by the English language lecturers [2], [4] and recommends that the teaching of English should undergo changes in pedagogy by focusing more on effective communicative strategies [5]. Thus, it is paramount for English language lecturers to use the most effective teaching and learning approaches in higher education institutions to prepare engineering students for the emerging new world reality.Teachers' professional knowledge comes from a variety of sources and the sources used to make instructional decisions Manuscript received April 9, 2017; revised June 19, 2017. The authors are with Universiti Teknologi Malaysia, Malaysia (e-mail: thivviyahs@gmail.com).by teachers are readily available -through colleagues from informal discussions, official curriculum documents, professional magazines/newspapers and professional training programmes [6]- [9]. In addition, most teachers rely their teaching practices based on tradition, opinions of experienced practitioners, ideology, faddism, marketing, politics and personal experience attained through trial and erro...

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Bridging the Gap between Researchers and Practitioners

Cited by 19 publications

References 24 publications

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Percepciones de los docentes en formación sobre la investigación educativa

The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

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