The role of evidence in teaching practice from the point of view of the main actors
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2023
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Universidad de Murcia: Departamento de métodos de investigación y diagnóstico en educación
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Olmos Rueda, P., & Pattier Bocos, D. (2023). The role of evidence in teaching practice from the point of view of the main actors. RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, 37(98), 199-216. https://doi.org/10.47553/RIFOP.V98I37.1.91050
Abstract
La relación entre la investigación y la práctica educativa ejerce una gran influencia en el desarrollo del proceso de enseñanza-aprendizaje. Conocer el papel que juega la evidencia en la práctica docente es fundamental para entender la educación actual y poder diseñar escenarios de mejora propiciados por la evidencia científica. Con el objetivo de profundizar en la relación entre la evidencia científica y las prácticas educativas, por un lado, y la percepción del profesorado sobre el uso de la evidencia, por otro, se realizó un estudio cuantitativo mediante encuestas administradas a 462 profesores de colegios de Barcelona y de la Comunidad de Madrid. Los resultados muestran la importancia que los docentes otorgan a la evidencia y las características que debe tener la evidencia científica para tener una repercusión directa en la práctica docente: relevancia, asequibilidad, accesibilidad y practicidad. Destaca el valor que los docentes otorgan a las experiencias de las prácticas educativas propias o ajenas más que a los conocimientos teóricos. Además, podemos ver cómo las variables de edad, género, nivel educativo, etapa educativa en la que enseñan y la titularidad de la escuela condicionan la percepción de los docentes sobre la relación entre la evidencia científica y su práctica educativa. Concluimos que estos resultados posibilitan avances clave en la hoja de ruta hacia una cultura de prácticas basadas en la evidencia en educación, y promueven una profunda reflexión acerca de la forma en que la investigación y sus evidencias llegan efectivamente a los docentes
The relationship between research and educational practice exerts a great deal of influence on the development of the teaching-learning process. Knowing the role played by evidence in teaching practice is essential in understanding education today and being able to design scenarios of improvement fostered by scientific evidence. With the goal of further examining the relationship between scientific evidence and educational practices on the one hand and teachers’ perception of the use of evidence on the other, a quantitative study was conducted via surveys administered to 462 teachers at schools in Barcelona and the Community of Madrid. The results show the importance that teachers attach to evidence and the characteristics that scientific evidence should have in order to have direct repercussions on teaching practice: relevance, approachability, accessibility, and practicality. What stands out is the value that teachers attach to the experiences of their own or others’ educational practices more than to theoretical knowledge. Furthermore, we can see how the variables of age, gender, educational level, educational level in which they teach, and ownership of the school condition the teachers’ perceptions of the relationship between scientific evidence and their educational practice. We conclude that these results enable key advances in the roadmap towards a culture of evidence-based practices in education and promote in-depth reflection on how research and its evidence effectively reach teachers.
The relationship between research and educational practice exerts a great deal of influence on the development of the teaching-learning process. Knowing the role played by evidence in teaching practice is essential in understanding education today and being able to design scenarios of improvement fostered by scientific evidence. With the goal of further examining the relationship between scientific evidence and educational practices on the one hand and teachers’ perception of the use of evidence on the other, a quantitative study was conducted via surveys administered to 462 teachers at schools in Barcelona and the Community of Madrid. The results show the importance that teachers attach to evidence and the characteristics that scientific evidence should have in order to have direct repercussions on teaching practice: relevance, approachability, accessibility, and practicality. What stands out is the value that teachers attach to the experiences of their own or others’ educational practices more than to theoretical knowledge. Furthermore, we can see how the variables of age, gender, educational level, educational level in which they teach, and ownership of the school condition the teachers’ perceptions of the relationship between scientific evidence and their educational practice. We conclude that these results enable key advances in the roadmap towards a culture of evidence-based practices in education and promote in-depth reflection on how research and its evidence effectively reach teachers.
Description
This work was supported by the Ministerio de Economía y Competitividad (MINECO) under Grant number EDU2017-88711-R.
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