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Abstract
This paper reports on a mixed-methods study related to K–12 teachers’ understandings of what research is, and what enables or inhibits teacher use of research in the classroom towards informing their instructional practices. In a collaboration exemplifying school board and university partnerships, we examined the nature of associations between teachers and education research(ers). Our findings indicated that teachers felt both connected and disconnected to research practices in education. Participants suggested ways to establish and sustain better links and collaborations among the communities of teaching and research. This paper emphasizes the importance of universities, schools and teachers working together to conduct meaningful research and apply current knowledge in the field of education.
Acknowledgements
The authors would also like to acknowledge the Ontario elementary and secondary school educators who participated in the online survey, and the electronic and face-to-face focus groups. This research study was funded by the Research and Evaluation Strategy Branch of the Ontario Ministry of Education.
Notes
3. Most focus group participants also took part in the separate online anonymous survey.
4. Separate results by school level are not reported if the difference was less than 5%.
5. Overall frequencies are reported except where noted.
6. Ill-prepared for research and not confident that they can do research were on levels 1–2 of their respective scales (see Table ). Those who felt competent in both doing research and their training were on levels 4–5 of their respective scales.