Developing Evidence-informed practice: engaging teachers with research

Date

2017-06-20

Advisors

Journal Title

Journal ISSN

ISSN

2041-0840

DOI

Volume Title

Publisher

Teaching Times

Type

Article

Peer reviewed

Yes

Abstract

The field of education is awash with research. What is important for teachers however is accessing the right research, in the right way, at the right time. This paper presents an innovative way forward for teachers who want to develop evidence-informed practice and for those who want to be engage further with research. We start with explaining the concept of translational research, which is a systematic approach to the practical application of research knowledge. We have followed this approach in the development of the MESHGuides project, which provides research summaries for teachers. The research evidence is presented in a visual format so that it is accessible and can inform teacher’s professional judgements and practices. This approach is informed by initiatives adopted in the field of medicine. Furthermore, we are developing the MESHConnect initiative that aims to create and engage communities of teachers both in and with research. This initiative aims to develop teachers by engaging them in the broader community of researchers in education, so that they are able to develop a critical perspective on research to inform their own professional practices.

Description

The file attached to this record is the author's final peer reviewed version.

Keywords

Evidence informed practice, translational research, research summaries, teacher development

Citation

Younie, S., Procter, R., Noakes, J., Davis., G. and Audain, J. (2017) Developing Evidence-informed practice: engaging teachers with research, Every Child Journal, 6(1).

Rights

Research Institute

Institute for Research in Criminology, Community, Education and Social Justice