Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers’ Practice

Ion, Georgeta; Suárez, Cecilia Inés; Vicario, Anna Díaz

doi:10.26529/cepsj.1062

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…The ZER model, in which a group of rural schools that maintain their autonomy as centres share an educational project, as well as travelling specialist teachers, is still in force today and coexists with some rural multigrade schools that are not grouped. It should be noted that Catalonia has a long history of innovation and research in education in general and in schools in rural contexts in particular (Tahull & Montero, 2018;Burrial, Sala, Samper & Torres-González, 2018;Ion, Díaz-Vicario & Suárez, 2021).…”

Section: Cataloniamentioning

confidence: 99%

Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools

Lorenzo Lacruz,

Buscá Donet,

Abós Olivares

2023

CEPSj

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This article presents the results of a descriptive study carried out within the framework of the FOPROMAR project, obtained after administering a questionnaire regarding competences related to the territorial dimension of rural schools among teachers working in rural schools in Spain (Aragon and Catalonia), France (Aquitaine) and Portugal (Alto Alentejo). The questionnaire included three parts (professional profile, competences on the territorial dimension of the school and knowledge about the territory), but only the results referring to the competences section are presented, showing the level of relevance and the degree of mastery that teachers express in relation to these competences. According to the results, the competences with the greatest mastery are those referring to the design and development of programmes, followed by professional competences and school-community relations. This order is also found in the assessment carried out, indicating that they are more valued than mastered. One of the conclusions is the need to reinforce competences not included in training plans, but considered more necessary and important for working in rural schools.

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Section: Cataloniamentioning

confidence: 99%

Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools

Lorenzo Lacruz,

Buscá Donet,

Abós Olivares

2023

CEPSj

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“…Sin embargo, estas sugerencias no pueden implementarse sin una implicación decidida de políticas educativas que sitúen la investigación educativa al servicio de las escuelas, potencien la capacidad de los centros para liderar los cambios y refuercen las redes educativas del territorio, tal como lo indica la literatura sobre este tema en el ámbito nacional (Ion et al, 2021) e internacional (McGann et al, 2020;Pellegrini y Vivanet, 2020;Penuel et al, 2020). Todo ello requeriría, como mínimo, una dotación de recursos, una simplificación de los procesos de gestión, un centro de formación para el liderazgo, la incorporación de la dedicación a la investigación como tiempo de trabajo del profesorado y como requisito para el acceso a la dirección e inspección; es decir, el diseño de un Plan nacional de R+D educativa a partir de la elaboración previa de un Libro Blanco (Riera, 2019).…”

Section: Discusión Y Conclusionesunclassified

Desafíos para Aumentar el Uso de los Resultados de la Investigación Educativa

Figuerola¹,

García²,

Iranzo-García³

et al. 2023

REICE

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La usabilidad de la investigación educativa sigue siendo un desafío en las políticas, agendas internacionales, y en los foros científicos. En educación el desencuentro percibido entre los intereses de la comunidad investigadora y las necesidades del ejercicio docente es amplio. Pretendemos comprender cómo esa dicotomía influye en los usos, temáticas de interés y formas de acceso a los resultados de los procesos de indagación educativa, y plantear propuestas que faciliten la utilización de evidencias en la mejora de la práctica. Se utiliza una metodología cualitativa, con entrevistas semiestructuradas a informantes clave (responsables de políticas educativas, directivos escolares y docentes). Las evidencias de la investigación se usan, mayoritariamente, en planificación y gestión de procesos. Las temáticas de interés son heterogéneas (metodologías y funcionamiento educativo, principalmente). El acceso a los resultados de investigación, aunque variado (revistas, formación permanente, recursos on-line), está lastrado por un lenguaje excesivamente técnico, falta de tiempo y escasa aplicabilidad percibida. Se concluye que las políticas para optimizar el uso de la investigación deben promover la mejora de la formación inicial y permanente, el impulso de dinámicas colaborativas que involucren a docentes desde el diseño inicial de la investigación y el establecimiento de valores consensuados por la comunidad educativa.

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“…Teachers find it difficult to search, access and use research data without practical support (Brown, 2015;Cain, 2015), as, for example, they found the language used complex and incomprehensible for them (Murillo & Perines, 2017). Schools report problems to effective time use and spaces for interaction and collaboration, both key elements to stimulate reflection and engagement with research at the personal and school level (Ion, Díaz-Vicario, & Suárez, 2021). Also, the scientific community experiences difficulties in transferring efficiently and managing the knowledge created, generating an impact on educational practices (Ion & Castro, 2017;Lillejord & Borte, 2016), not making research accessible and understandable for teachers.…”

Section: Introductionmentioning

confidence: 99%

Use of Research Evidence to Improve Teaching Practices. Results From Catalonia (Spain)

Díaz-Vicario¹,

Suárez²,

Ion³

et al. 2022

Education and New Developments 2022 – Volume 2

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"The European, national, and local educational policy is experiencing an increasing interest in using research evidence to inform educational practices. The use of research evidence is associated with multiple benefits at the political, organizational, and personal levels. Despite the known benefits, it seems that teachers make unconscious or irregular use of research evidence. This paper examines the beliefs and perspectives of primary and secondary teachers of Catalonia (Spain) about the use of research evidence to inform their practice. To analyze the teachers' beliefs, we use a survey designed ad-hoc for this purpose. 652 primary and secondary teachers from Catalonia (Spain) comprised the final sample, mainly working in public schools (91%). Discussions with colleagues, information obtained in professional development training, and websites/social media, are the main sources of knowledge used by teachers to support and inform their practice, making little use of academic journals and/ or professional publications. Research evidence is mostly used to make personal decisions, as teachers consider that research evidence can help them expand, deepen, and clarify their understanding of teaching and pedagogy. Although, they identify mental and time costs that can be barriers to the use of research evidence. Despite Catalan teachers having a positive view of research evidence, they make little use in their daily practice, and, in consequence, the Evidence-Informed Practice perspective (EIP) is not assumed at the school level, being necessary to promote the vision for evidence-use in the school context."

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Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers’ Practice

Cited by 4 publications

References 21 publications

Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools

Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools

Desafíos para Aumentar el Uso de los Resultados de la Investigación Educativa

Use of Research Evidence to Improve Teaching Practices. Results From Catalonia (Spain)

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