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TY - JOUR
T1 - Denial, opposition, rejection or dissent: why do teachers contest research evidence?
AU - Cain, Tim
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PY - 2016/8/31
Y1 - 2016/8/31
N2 - Internationally, efforts are being made for educational practice to be research-informed on the grounds that schoolteachers will implement what research shows will ‘work’. However, teachers do not necessarily accept research findings; sometimes they contest them. This article considers teachers’ contestation in two empirical studies, using the concepts of denial, opposition, rejection and dissent as a framework for understanding such contestation. It finds three reasons why teachers contest research evidence: within-research issues, issues around generalizing from research to practice, and non-congruence with personal values. These are explored with reference to the power differentials that are said to exist between research and practice.
AB - Internationally, efforts are being made for educational practice to be research-informed on the grounds that schoolteachers will implement what research shows will ‘work’. However, teachers do not necessarily accept research findings; sometimes they contest them. This article considers teachers’ contestation in two empirical studies, using the concepts of denial, opposition, rejection and dissent as a framework for understanding such contestation. It finds three reasons why teachers contest research evidence: within-research issues, issues around generalizing from research to practice, and non-congruence with personal values. These are explored with reference to the power differentials that are said to exist between research and practice.
KW - Research into practice
KW - knowledge mobilization
KW - teachers
KW - schools
U2 - 10.1080/02671522.2016.1225807
DO - 10.1080/02671522.2016.1225807
M3 - Article
VL - 32
SP - 611
EP - 625
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
IS - 5