Denial, opposition, rejection or dissent: why do teachers contest research evidence?. Issue 5 (20th October 2017)

• Record Type: Journal Article
• Authors: Cain, Tim
• Is Part Of: Research papers in education. Volume 32:Issue 5(2017)
• Page Start: 611
• Page End: 625
• Publication Date: 2017-10-20
• Subjects: Research into practice -- knowledge mobilisation -- teachers -- schools; Education -- Periodicals; 370.941
• DOI: 10.1080/02671522.2016.1225807
• Languages: English
• ISSNs: 0267-1522

Abstract

Abstract: Internationally, efforts are being made for educational practice to be research-informed on the grounds that schoolteachers will implement what research shows will 'work'. However, teachers do not necessarily accept research findings; sometimes they contest them. This article considers teachers' contestation in two empirical studies, using the concepts of denial, opposition, rejection and dissent as a framework for understanding such contestation. It finds three reasons why teachers contest research evidence: within-research issues, issues around generalising from research to practice, and non-congruence with personal values. These are explored with reference to the power differentials that are said to exist between research and practice.