Denial, opposition, rejection or dissent: why do teachers contest research evidence?

Cain, Tim (2016) Denial, opposition, rejection or dissent: why do teachers contest research evidence? Research Papers in Education, 32 (5). pp. 611-625. ISSN 0267-1522 DOI https://doi.org/10.1080/02671522.2016.1225807

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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 generalizing 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.

Item Type: Article
Uncontrolled Keywords: Research into practice; knowledge mobilization; teachers; schools
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Education
Date Deposited: 06 Sep 2016 14:26
URI: http://repository.edgehill.ac.uk/id/eprint/7931

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