Teachers’ engagement with published research: addressing the knowledge problem^a

Abstract

Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching gifted and talented students, and were supported, over a 12‐month period, to incorporate findings into action research projects of their own devising. A theoretical framework from the research literature was used to investigate the process by which knowledge generated from research, was transformed into teachers’ pedagogical knowledge, thereby influencing the curriculum, pedagogy and provision for these students. Evidence suggests that teachers transformed propositional knowledge into practical knowledge by developing their conceptual understandings; they transformed abstract, impersonal knowledge into context‐specific, personal knowledge by using cases from their previous experiences, and they transformed narrowly focused knowledge into broadly focused knowledge by imaginatively diffusing it into areas beyond those in the original research. Implications for research and practice are discussed.

Arabic Language Teachers’ Engagement with Published Educational Research in Kuwait’s Secondary Schools

“…Tavakoli and Howard (2012) dwell on the TESOL teachers' views on the relationship between research and practice in the UK. Cain (2015) investigates secondary school teachers' engagement with published research in North of England. However, there is a lack of published research on teachers' engagement with published educational research in Kuwait's secondary schools, particularly in Arabic language teachers; and many scholars have argued that socio-cultural context plays significant roles towards production and reception of knowledge.…”

“…Or is it change of agents or opinion leaders are necessary or sufficient? (Cain, 2015;Hemsley-Brown and Sharp, 2003;Bolam, 1994;Nutley, Walter, & Davies, 2003;and Wikeley, 1998). The fourth theme asks question that among the stakeholders of education 'who is best to support the implementation of research findings -researchers, teachers, school leaders or local authorities' (Cain, 2015:490;Hemsley-Brown and Sharp, 2003;and Nutley, et al, 2003).…”

“…The fourth theme asks question that among the stakeholders of education 'who is best to support the implementation of research findings -researchers, teachers, school leaders or local authorities' (Cain, 2015:490;Hemsley-Brown and Sharp, 2003;and Nutley, et al, 2003). The fifth theme is concerned with the roles play by research producers, as well as users and intermediary organisations (Cain, 2015;Levin, 2013 andSharples, 2013). The sixth theme is concerned with what kind of activities that can best lead to research-informed practice, such as CPD, action research or other interventions (Cain, 2015;and Nutley, et al, 2003).…”

“…The fifth theme is concerned with the roles play by research producers, as well as users and intermediary organisations (Cain, 2015;Levin, 2013 andSharples, 2013). The sixth theme is concerned with what kind of activities that can best lead to research-informed practice, such as CPD, action research or other interventions (Cain, 2015;and Nutley, et al, 2003). The final theme is concerned with whether the knowledge of the research findings could in principle, be implemented in practice (Cain, 2015;Biesta, 2007Biesta, , 2010and Hammersley, 1997).…”

“…The sixth theme is concerned with what kind of activities that can best lead to research-informed practice, such as CPD, action research or other interventions (Cain, 2015;and Nutley, et al, 2003). The final theme is concerned with whether the knowledge of the research findings could in principle, be implemented in practice (Cain, 2015;Biesta, 2007Biesta, , 2010and Hammersley, 1997). Cain (2015) has again claimed that the last theme is the most fundamental importance among the themes on the basis that knowledge of the findings from published research if could not be in principle implemented in practice, the other themes are irrelevant.…”