Understanding the pedagogical gap between the educational research and the reality of teachers: an analisis of the difficulties and proposals

Abstract

Unlike other fields of knowledge in which research is synonymous of progress, in the educational field, research is not seen as a pillar to improve teaching practice. Taking this problem as a starting point, open responses of 264 Spanish teachers from all educational stages were analysed on the reasons why teachers do not give importance to educational research, as well as the possible proposals to improve this situation. After an inductive analysis, the findings suggest that there was a total of 19 reasons why teachers do not give importance to educational research, and 15 proposals to improve their involvement, being these categories accepted unanimously regardless the educational stage of the teachers. On the one hand, the main reasons why educational research does not impact on teaching practice were 4: lack of training, lack of time, teachers’ comfort zone and difficulty of transference of the results to the classroom. On the other hand, the main proposals to improve this situation were also 4: training throughout the university degree and throughout working life, changing the distribution of time (fewer hours of teaching and more hours of research), distribution of incentives (economic, merits ...), and proposal of practical and real topics of what the teachers need in class.

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

“…As evidenced by the findings and discussed in previous work (Chafouleas & Riley-Tillman, 2005;Galindo Domínguez et al, 2022;Kaestle, 1993;Van Schaik et al, 2018), the gap between research and practice cannot be attributed exclusively to educators' reluctance to integrate scientific knowledge, but also to the structural and dissemination limitations faced by educational research.…”

“…The time criteria, as a determining factor in the selection of information sources, highlights the importance of considering the practical realities of educators. The urgency for quick and accurate answers (Galindo Domínguez et al, 2022;Van Schaik et al, 2018) reflects the dynamics and demands of today's educational environment, suggesting that any effort to bring research closer to practice must address this fundamental aspect.…”

Ulises en el Instituto. Liderazgo y escuela a partir del mito de Aquiles

“…Existe un segundo nivel, el centro y su dirección, sobre el que también existe abundante investigación. También en este nivel resulta ser un concepto difícil de precisar (Galindo-Domínguez et al, 2022). No resulta fácil saber qué hace un equipo directivo para conseguir una buena escuela.…”

Investigación formativa como herramienta de enseñanza-aprendizaje en instituciones educativas

“…Una de las causas de esta problemática apunta a que la investigación y la práctica pedagógica en las instituciones está siendo vista de forma aislada. Autores como Perines y Murillo (2017) indican que la investigación y la práctica educativa van por caminos distintos, en consecuencia, autores como Galindo et al (2022) refieren que, en el ámbito educativo la investigación no es percibido como un pilar fundamental para los procesos de enseñanza-aprendizaje. No obstante, la perpetuación de modelos tradicionales de enseñanzaaprendizaje, basados en la formación a partir de clases magistrales y la repetición descontextualizada de teoría y conceptos, despiertan actitudes negativas de estrés, aburrimiento y rechazo en los estudiantes (Ruano et al, 2017).…”