Lost in research: educators’ attitudes towards research and professional development
The authors report on a study that examined how educators in Austria conceptualise research, how they engage with academic literature and what attitudes they have towards academic development. Growth mindsets, regular engagement with research in a variety of formats and inclusive understandings
of research were defined as pre-conditions for teachers to benefit from engagement with research literature. A questionnaire survey was conducted among secondary- and tertiary-level teachers (N = 257), and the data were analysed using descriptive statistics. The findings indicate
that educators in the sample tend to have broadly growth mindsets and invest time to read about research findings, especially through professional journals and online resources. Reasons that prevent some teachers from engaging with research were also noted. These include difficulties in accessing
research, lack of time and scepticism, among some teachers, regarding the relevance of research output to their teaching. In addition, restrictive understandings of research which exclude practitioner-driven studies were also noted.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Manchester Institute of Education, The University of Manchester, Manchester, UK
Department of English Studies, University of Graz, Graz, Austria
Department of Innovative Education and Inclusion, Catholic University College of Education, Graz, Austria
Training Secondary School and Institute of Practical Education and Action Research, University College of Teacher Education, Graz, Austria
Centre for Language, Plurilingualism and Didactics, University of Graz, Graz, Austria
May 27, 2019