Jane Flood explores the wide range of factors which influence teachers’ engagement with research, and the dynamic relationship between knowledge mobilization and impact on pedagogic practice. She concludes by providing a practitioner’s checklist to help make research engagement a reality.
The teacher is at the epicentre of the learning process; and learning therefore depends first and foremost on the quality of the teacher. (UNESCO, 2007, p.15) Dr Sarah Younie, Dr Richard Proctor, Jonnie Noakes, Geraldine Davis and Jon Audain write on the development of evidence-informed practice.
Jonathan Sharples and Julie Nelson describe their investigation into teachers’ research engagement. They reveal that, whilst teachers are positively disposed to research, a great deal remains to be done to establish a genuinely evidenced informed culture in schools.