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To jump the wave or not: teachers’ perceptions of research evidence in education

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This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.
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Keywords: Evidence; education policy; professionalism; research-based knowledge; teachers

Document Type: Research Article

Affiliations: Centre for the Study of Professions, Oslo and Akershus University College, Oslo, Norway

Publication date: May 27, 2017

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