Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 611-625 |
| Journal | Research Papers in Education |
| Volume | 32 |
| Issue number | 5 |
| Early online date | 31 Aug 2016 |
| DOIs | |
| Publication status | E-pub ahead of print - 31 Aug 2016 |
Keywords
- Research into practice
- knowledge mobilization
- teachers
- schools
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- __c1staffhome1_STAFFHOME1_Caint_My Documents_Research_PostPrints_RPE 2016.docxAccepted author manuscript, 71.9 KBLicence: CC BY-NC-ND
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In: Research Papers in Education, Vol. 32, No. 5, 31.08.2016, p. 611-625.
Research output: Contribution to journal › Article (journal) › peer-review
TY - JOUR
T1 - Denial, opposition, rejection or dissent: why do teachers contest research evidence?
AU - Cain, Tim
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Timperley (Eds) Professional learning conversations: Challenges in using evidence for improvement (pp. 121-126). New York: Springer. Fleisch, B. 2009. Learning conversations stillborn: distrust and education policy dialogue in South Africa, in: L.M. Earl & H. Timperley (Eds) Professional Learning Conversations: Challenges in Using Evidence for Improvement (pp. 109-119) Amsterdam: Springer. Fleming, C. M. 1946. Research and the basic curriculum. London: University of London Press. Gore, J. M., & Gitlin, A. D. 2004. [RE] Visioning the academic–teacher divide: power and knowledge in the educational community. Teachers and teaching: theory and practice, 10(1), 35-58. Gov.uk. 2014. Newly qualified teachers: annual survey. Online: www.gov.uk/government/collections/newly-qualified-teachers-annual-survey Hall, S. 1993. Encoding, decoding. In: S. During (ed.) The cultural studies reader. London: Routledge 477-487. Hammersley, M. 1997. 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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 (journal)
SN - 0267-1522
VL - 32
SP - 611
EP - 625
JO - Research Papers in Education
JF - Research Papers in Education
IS - 5
ER -