European Conference on Educational Research 2022 presentation

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Date(s) - 1 September 2022
6:00 pm - 7:30 pm

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Research Mobilities in Education

Gill Adams1, Cathy Burnett1, Petra Vackova1, Julia Gillen2, Terrie-Lynn Thompson3, Anna Cermakova2

1Sheffield Hallam University, United Kingdom; 2Lancaster University; 3University of StirlingPresenting

As debates continue about how teachers might use research, ‘evidence-informed’ teaching is increasingly a focus of attention in internationalcontexts, encouraged in Europe through the European Council. In England this work is accelerating compared to other European countries(Pellegrini & Vivanet 2021) with ‘evidence-informed’ teaching embedded within professional frameworks, including the early career frameworkdesigned to support teacher professional development (DFE 2019). However, while use of research to inform teaching appears to beincreasing, patterns of use are uneven, conceptualisations of research within such frameworks are limited and little is known about howteachers encounter research. In addressing this problem through a focus on primary school literacy, this paper shares new understandings ofwhat we term research mobilities to gain insights into how research moves to and between teachers and what stops it from doing so.A growing literature on research mobilisation highlights the complexities associated with research dissemination, use and interpretation withineducation (eg., Cain 2015; Cain et al. 2019; Maxwell, et al. 2019; Meusberger 2017; Whitty et al. 2016). However very little attention has beenpaid to how educational research moves ‘in the wild’ through complex and intersecting networks generated by communications, digitaltechnologies and a shifting landscape for professional learning. In this paper we explore what happens to educational research evidence as itmoves (or not) to teachers. We attend particularly to those movements that are unplanned or unforeseen by researchers – for example as