Teachers and reseach: what they value and what they do

ecent research has shown that improving education processes has become a priority of all governments (OECD, 2010; Barber and Mourshed, 2007). There have also been recent calls for the knowledge that is already in existence to be used more effectively to improve these education systems both internationally (OCED, 2010) and nationally (Pollard, 2008). This study aims to evaluate an approach to teachers' use of research knowledge to help inform their practice. It will provide a web-based knowledge management system for teachers that will support their professional development. Within this broader evaluation this study is interested in what research practices are used by teachers at present and what value if any, teachers ascribe to these practices? A questionnaire focusing on the use of research practice by teachers adapted from Levin et al. (2010) shows the importance of asking about practices rather than attitudes when questioning practitioners. The questionnaire is designed using a dual scale format (Pedder et al., 2010) that allows teachers two responses for each questionnaire item; their perception of the extent to which a practice is being used by them and their value of that practice. This research highlights the value-practice gaps, between the extent that a research practice is being used by a teacher and the value that teachers ascribe to that practice. The study shows a consistent gap between how much teachers value the use of research and how much they use research in their daily practices. This study gives some useful insights into the debate surrounding practitioners use of research in schools (Thomas and Pring, 2004).