How do practicing teachers understand educational research?

: A methodological study

Abstract

This thesis explores the differing and complex perceptions of educational research held by practicing teachers in the UK, investigating how these views are shaped by recent education policy and professional context.

Despite policy ambitions to ensure a “research-informed” profession, this study argues that the interpretation of this phrase by teachers is nuanced and complex and therefore not aligned with recent government backed initiatives and organisations such as the Education Endowment Foundation (EEF), that promote a more instrumental, performative use of research in education. I argue that synthesised summaries, a primary output of the EEF, while intended to increase accessibility, risk oversimplifying complex findings and prioritising volume over rigour.

Positioned within a post-positivist paradigm, this study employs Q-methodology to systematically examine subjective viewpoints. Q-methodology combines quantitative and qualitative elements to identify patterns in how teachers rank and value statements about research. 44 practicing teachers all of whom hold Qualified Teacher Status (QTS) across a range of subjects and age phases, participated in this research. Through the use of Q methodology, two dominant perspectives emerged: "the well-intentioned research enthusiasts" and "the pragmatic positivists." The "research enthusiasts" view research as a vital part of professional development and classroom innovation and see the value in engaging with this but view the use of research as more influencing of their strategic thinking than as a blunt instrument of change. In contrast, the "pragmatic positivists" are more cautious, favouring research that offers clear, actionable outcomes. While both groups acknowledge the potential merits of research, they diverge in how they value it and how it is used. This thesis argues that these differences are important as they illustrate that there is no one shared viewpoint amongst teachers, and that teachers’ use of and engagement with research is complex and multifaceted, contra to the narrow and utilitarian view of research engagement espoused by government initiative and policy.

This thesis therefore contributes to theoretical understanding by framing teacher research engagement as an epistemologically and contextually situated practice, calling for a rethinking of how research is positioned in policy and practice.

Date of Award	2025
Original language	English
Awarding Institution	Canterbury Christ Church University