Exploring Teachers’ Conceptual Uses of Research as Part of the Development and Scale up of Research-Informed Practices

Abstract

This article examines the idea of research-informed teaching practice (RITP) and how such practice can best be facilitated to improve aspects of teaching and learning. After first exploring RITP as a concept, the paper then engages with Carol Weiss’ seminal typology of research-use, and makes the argument that Weiss’ notion of conceptual research-use is both more likely and more realistic than instrumental research-use. The paper then illustrates how the idea of conceptual research-use aided the design of a small-scale project that sought to help teachers engage with and employ research, such that this engagement might impact positively on teaching and learning. In-depth semi structured interviews were undertaken with 15 project participants to examine whether the approach employed by the project: 1) helped teachers engage with research; 2) helped teachers develop new strategies for teaching and learning; and 3) whether the strategies developed by teachers were thought to impact on practice and student outcomes. Analysis of the interview data indicates that the approach employed has enabled teachers to successfully engage with research and use research to improve teaching and learning. Furthermore, the analysis also provides clues regarding effective ways to replicate research-informed teaching strategies in new settings and contexts.