{"id":61264,"date":"2022-01-28T03:44:28","date_gmt":"2022-01-28T08:44:28","guid":{"rendered":"https:\/\/world.edu\/?p=61264"},"modified":"2022-01-28T03:44:28","modified_gmt":"2022-01-28T08:44:28","slug":"only-1-in-3-teachers-use-research-evidence-in-the-classroom-this-is-largely-due-to-lack-of-time","status":"publish","type":"post","link":"https:\/\/world.edu\/only-1-in-3-teachers-use-research-evidence-in-the-classroom-this-is-largely-due-to-lack-of-time\/","title":{"rendered":"Only 1 in 3 teachers use research evidence in the classroom \u2013 this is largely due to lack of time"},"content":{"rendered":"

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\nEven before the pandemic,\u00a0recent research<\/a>\u00a0shows most Australian teachers worked an average of 140 to 150% (one-and-a-half times) of their paid hours in a typical week. And they\u2019re not necessarily getting to focus on aspects of the job they believe are important, such as actual teaching. In fact, the same research shows teachers spend, on average, 1.5 times as many hours on non-teaching tasks, such as administration and compliance reporting, as they do on face-to-face teaching.<\/p>\n

Adding to teachers\u2019 workloads are\u00a0growing expectations<\/a>\u00a0they will find and use research to improve their practice for the benefit of students. References to the use of research and evidence-based initiatives now feature in various state-level school improvement frameworks, such as the Victorian Department of Education and Training\u2019s\u00a0Framework for Improving Student Outcomes (2.0)<\/a>,\u00a0national professional standards<\/a>, and professional learning programs such as those provided by the\u00a0Victorian Academy of Teaching and Learning<\/a>.<\/p>\n

By reading and using the latest research, teachers can improve their knowledge and teaching skills concerning a number of everyday issues. These range from student well-being and school engagement to subject expertise and different teaching approaches, including online learning. But using research is complex and takes time to do well \u2013 time that teachers just don\u2019t seem to have.<\/p>\n

Over the past two years, our work at the Monash Q Project has involved\u00a0surveying and interviewing 1,725 Australian teachers<\/a>\u00a0and school leaders from primary and secondary schools across Australia to understand how and why they use research in practice.<\/p>\n

We gave them a number of survey items to respond to. Having sufficient time was a key challenge they faced. Most indicated they \u201cdid not have adequate time to engage with research\u201d (76%) and struggled to \u201ckeep up with new research\u201d (76%).<\/p>\n

Nearly two-thirds did not believe their school provided sufficient \u201cstructured time dedicated to reading, discussing and understanding research\u201d (63%). As such, many reported giving up their own time to engage with research.<\/p>\n

How much of their own time teachers give up<\/strong><\/h4>\n

One in three teachers (33%) indicated they consulted research before the start of the school year, and one in four (25%) did so during the holidays between terms. For those who also consulted research during the school term, more than two-thirds (69%) indicated they did so at home on the weekend.<\/p>\n

In most cases teachers engaged with research for less than 30 minutes at a time. Only when teachers engaged with research at home on the weekend did they usually spend more than 30 minutes on this task.<\/p>\n

Only a small number of teachers regularly use research<\/strong><\/h4>\n

Many teachers also told us they didn\u2019t\u00a0have the necessary skills<\/a>\u00a0when it came to understanding the research appropriately. For instance, 55% said they lacked confidence in \u201cknowing where to find relevant research\u201d, 64% in how to \u201canalyse and interpret research\u201d and 49% in how to \u201cjudge the quality of research\u201d.<\/p>\n

Due to time constraints and the lack of necessary skills, only a minority of teachers reported regularly using research (37%) or university-based guidance (30%) in their practice.<\/p>\n

Teachers want to use research<\/strong><\/h4>\n

Teachers\u00a0told us using research well<\/a>\u00a0matters, though, when it comes to doing a good job and supporting their professionalism.
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I was honoured to write the foreword for this great new discussion paper from the @MonashQProject<\/a> team, which shares insights from teachers and school leaders about what quality use of research evidence looks like to them. Never more important than now. https:\/\/t.co\/EXHNz0nT7V<\/a><\/p>\n

— John Bush (@bushjb) June 25, 2021<\/a><\/p><\/blockquote>\n