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Title: Teaching As an Evidence Informed Profession: Knowledge Mobilisation with a Focus on Digital Technology

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Title: Teaching As an Evidence Informed Profession: Knowledge Mobilisation with a Focus on Digital Technology Title: Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology Name: Richard Procter This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. TEACHING AS AN EVIDENCE INFORMED PROFESSION: KNOWLEDGE MOBILISATION WITH A FOCUS ON DIGITAL TECHNOLOGY RICHARD PROCTER Ph.D 2014 UNIVERSITY OF BEDFORDSHIRE Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology by Richard Procter A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy January 2014 ii Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology Richard Procter Abstract The use of research evidence to improve the practices of teachers is considered one of the ways of improving the educational outcomes for children. This study was focussed on determining how an online approach could be used to increase knowledge mobilisation in education, by giving teachers better access to research knowledge that they could use to support and develop their practices. This study had two aims. The first aim was to investigate what research knowledge and research practices teachers were using and what value they ascribed to those practices; the second was to explore teachers' views and opinions of a new online approach to the presentation of research knowledge. This was a mixed method study using questionnaires, interviews and focus groups to gather a range of both qualitative and quantitative data. The findings of this study show that practitioners value research practices more than they are able to participate in them, and that there is a consistent value- practice gap across the range of research practices. Exploratory factor analysis revealed five underlying factors; engagement with research, engagement with the research community, promotes professional discussion of research, promotes teacher knowledge generation, and promotes wider engagement of the school with research and the research community. These factors showed that teachers and their schools want to engage both with research knowledge and with the wider research iii community so that the use of research knowledge can be enhanced in education. The findings also show that practitioners were receptive to the use of an online approach to the delivery of research knowledge and the piloted approach was accessible and intuitive. Practitioners exhibited interest in using the approach in a range of collaborative interactions with colleagues. Overall this study revealed that online approaches to knowledge mobilisation have potential but that teachers need to be supported in their engagement with research and the wider research community. This thesis is a contribution to the knowledge of how online approaches can be developed and deployed to enhance knowledge mobilisation towards teaching being an evidence informed profession. Equally school leaders and policy-makers need to create environments that are supportive of teachers' use of research, if they want teachers to use research knowledge to inform their practices. iv Declaration I declare that this thesis is my own unaided work. It is submitted for the degree of Doctor of Philosophy at the University of Bedfordshire. It has not been submitted before for any degree or examination in any other University. Name of candidate: Richard Procter Signature: Date: v Table of contents Abstract...................................................................................................................iii Declaration............................................................................................................... v List of tables............................................................................................................ix List of figures.........................................................................................................xii Acknowledgements...............................................................................................xiii 1.0 Introduction........................................................................................................ 1 1.1 International and national context ................................................................ 3 1.1.1 International survey comparisons ......................................................... 5 1.1.2 International knowledge management...................................................6 1.1.3 National context - England.................................................................... 7 1.1.4 National context - funding councils ......................................................8 1.1.5 Other national bodies.............................................................................9 1.1.6 Summary..............................................................................................10 1.2 Teachers, research and technology.............................................................. 11 1.2.1 Teachers' values and practices ............................................................11 1.2.2 Digital technologies ............................................................................ 12 1.2.3 Personal context ..................................................................................14 1.3 Research questions...................................................................................... 16 1.4 Summary......................................................................................................19 1.4.1 Structure of the study...........................................................................19 2.0 Literature review.............................................................................................. 21 2.1 Educational research in the UK - an historical context ..............................23 2.2 Knowledge and evidence ............................................................................28 2.2.1 Data, information and knowledge .......................................................28 2.2.2 Evidence.............................................................................................. 30 2.3 Evidence informed/based practice ..............................................................32 2.3.1 What's in a name?................................................................................ 34 2.3.2 Systematic reviews.............................................................................. 37 2.3.3 Rapid evidence assessments................................................................ 40 2.4 Types of knowledge.....................................................................................42 2.4.1 Content knowledge/pedagogic knowledge.......................................... 42 2.4.2 Technological pedagogic content knowledge ..................................... 44 2.4.3 Forms of professional knowledge for teachers....................................46 2.4.4 Troublesome knowledge .....................................................................47 2.4.5 Tacit and explicit knowledge .............................................................. 50 2.5 Managing knowledge ................................................................................. 54 2.5.1 Knowledge management..................................................................... 55 2.5.2 Knowledge transfer, knowledge translation........................................57 2.5.3 Knowledge mobilisation......................................................................63 2.5.4 Knowledge adoption............................................................................67 2.5.5 Power and knowledge .........................................................................69 2.6 Teacher's use of research knowledge...........................................................72 2.6.1 Barriers to teacher's use of research ....................................................72 2.6.2 Teachers, colleagues, and research...................................................... 75 vi 2.6.3 Organisational culture..........................................................................77 2.6.4 Research experience ........................................................................... 77 2.7 Teacher learning.......................................................................................... 80 2.7.1 Theories of learning............................................................................. 80 2.7.2 Behaviourist theories of learning.........................................................80 2.7.3 Constructivism, constructivist theories of learning.............................81 2.7.4 Socio-cultural theories of learning ......................................................82 2.7.5 Metaphors of learning .........................................................................83 2.7.6 Knowledge creation metaphor ............................................................85 2.8 Continuing professional development ........................................................89 2.8.1 Forms of continuing professional development .................................90 2.9 Summary......................................................................................................92 3.0 Methodology ................................................................................................... 95 3.1 Research perspectives and design..............................................................
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