Articlehybrid2018

Barriers and conditions for teachers’ utilisation of academic knowledge

Patrick van Schaik · Monique L. L. Volman · Wilfried Admiraal · Wouter Schenke

156 citations0/0 files storedInternational Journal of Educational Research

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Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Educational Assessment and Improvement

Abstract

Teachers’ expertise is mostly based on insights acquired in their own practice, and not on academic knowledge. Although many attempts have been made to explain this, it is not clear which conditions foster and which barriers hinder teachers’ use of academic knowledge. Therefore, this review study explores barriers and conditions for teachers’ academic knowledge utilisation in the literature since 2001. We have developed a comprehensive model to categorise barriers and conditions at four levels: the research knowledge level, the individual teacher level, the school-organisational level, and the communication level. Our review study reveals that structural collaboration, such as school-university partnerships and innovative communication networks, is increasingly proposed as a strategy to improve teachers’ utilisation of academic knowledge.

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References

2002A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?2009The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers 2005Bridging the gap between research and practice 2003The Use of Research to Improve Professional Practice: a systematic review of the literature 2009English Language Teachers' Conceptions of Research 2007The gap between educational research and practice: A literature review, symposium, and questionnaire 2006Conceptions of Evidence Use in School Districts: Mapping the Terrain 2013To know is not enough: research knowledge and its use

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