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Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism

Mills, M; Mockler, N; Stacey, M; Taylor, R; (2021) Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education , 32 (1) pp. 77-98. 10.1080/10476210.2020.1843617. Green open access

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Abstract

Teachers’ engagement with and understanding of educational research and data is an increasing concern for policy-makers around the globe. With unprecedented access to, and new forms of, ‘data’ in schools, concerns for its ‘best practice’ use in classroom decision-making have come to the fore. In academic spaces, these developments have also been of concern due to what such pushes for ‘evidence-based practice’ may elide in terms of teacher knowledge and professionalism. In this article, we present findings from two national contexts, England and Australia, in order to explore how teachers understand themselves and their work in relation to educational data and research. We find that, despite highly engaged samples across contexts who place considerable importance on such research and data, respondents do not report an equal sense of capacity across the various forms which they may take. Particular limitations are identified in relation to action research. We argue that these results have consequences for the development of a ‘mature’ profession that goes beyond performative forms of professionalism and towards those of a ‘research-rich’ culture of trust.

Type: Article
Title: Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10476210.2020.1843617
Publisher version: https://doi.org/10.1080/10476210.2020.1843617
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher professionalism, teacher research, data
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
URI: https://discovery.ucl.ac.uk/id/eprint/10115773
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