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I think a lot of educators and educational bodies feel anxiety at the prospect of trying something new, particularly with regards to external factors. Will the children engage? Will parents accept the shift? Will this impact results/Ofsted? A great deal of confidence, leadership, and communication is needed for a school to overcome this and begin engaging with new practices.

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I would agree that time is a real barrier for teachers seeking to meaningfully engage with evidence-informed practice. The other issue I think is that it is not always clear exactly how to apply any given research-informed principle in any given specific context. There is a lot of extrapolation and preparation needed to take an evidence-informed concept and turn that into something that can form part of a history lesson with year 11 pupils on a Friday afternoon.

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I would agree that time is a real barrier for teachers seeking to meaningfully engage with evidence-informed practice. The other issue I think is that it is not always clear exactly how to apply any given research-informed principle in any given specific context. There is a lot of extrapolation and preparation needed to take an evidence-informed concept and turn that into something that can form part of a history lesson with year 11 pupils on a Friday afternoon.

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The two main challenges I see are time and inertia.

Finding time to engage with evidence, and the inevitable planning time implementing a new technique, creates alot of resistance and is difficult for teachers to build into their weeks.  This is particularly a challenge as we set and mark a substantial amount of homework in our school.

Staff inertia is difficult to overcome; it is relatively easy to continue to plan and teach lessons as an experienced teacher has done for, perhaps, years. Some teachers also can take evidence informed practice to secretly be telling them that they have been 'doing it wrong' all this time, which is not the case!

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It is important to be an 'outward' looking school and developing your pedagogy and practice so that it provides the best outcomes for your children rather than being an 'inward' looking school and reacting to external factors. Providing opportunities for key subject leaders to identify areas of development and then looking a small fixes based on research which can be trialed in classes. Give teachers a voice to reflect and critique without fear of sanction. Small tweaks give confidence and ownership. This can then build. Challenges are clearly Covid at the moment and the inspection framework, however, if you believe in what you do, can show impact and continue to monitor then who can argue with you?

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It is important to be an 'outward' looking school and developing your pedagogy and practice so that it provides the best outcomes for your children rather than being an 'inward' looking school and reacting to external factors. Providing opportunities for key subject leaders to identify areas of development and then looking a small fixes based on research which can be trialed in classes. Give teachers a voice to reflect and critique without fear of sanction. Small tweaks give confidence and ownership. This can then build. Challenges are clearly Covid at the moment and the inspection framework, however, if you believe in what you do, can show impact and continue to monitor then who can argue with you?

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I think that the biggest barrier to becoming more evidence-informed is time. Engaging in research takes considerable time; to find suitable research evidence, read it, evaluate it and adapt it to fit with the profile of our own school settings. We all know that teaching is a profession where extra time is not in abundance! Therefore making that time for engagement in research and the inevitable planning time needed to unpick and embed it in teaching practice is important if a school wants to become evidence-informed.
I would also agree with others that confidence is a factor too, many teachers have not dealt with academic research since university and feel lacking in their ability to find, understand, evaluate and (in my mind the hardest bit) turn the research into practical changes they can make in the classroom.
Publications which dismantle this for teachers are helpful i.e. "this is what the research says about this issue and this is what you can do in the classroom".

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Challenges:
Time: Busy international school and time is directed away from CPL. It will be the first element that teachers often push to the side.

Accessibility of the research itself: Making a connection is difficult due to the language and content

Sceptics and Disinterest : Often won't be invested or believe the evidence. Not an area they wish to focus on and it is imposed

Lack of Audit: Lack of reflection in order to help move the teachers and schools forward

Overwhelmed and Fear of Failure: Lots of research and content delivered and not the time to deliver or try and how it effects the students (in some working cultures)

Solutions:
Dedicated Time: Needs to be embedded within the ethos of the school

Conversion to teacher friendly and experts delivering it who are respected and valued within the school

Relevance:  Small projects run by teacher 'on board' and then giving examples to their subject and students

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Given time - staff meetings/training/CPD.
Empowering staff to take risks.
Research translated into an easier format to read and understand.
Context - related to our school/class.
Not going it alone - learn from other staff within our own school as well as partner schools.

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Collaborative working with colleagues and SLT.  We all need to be prepared to try and share new ideas.
Sharing successes rather than just the research - how have I made something work?
Be prepared to fail - it won't work every time

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Build in time to do this.
Share tasks between colleagues.

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Limited time to read and lacking in background knowledge to hang the new learning on.
Lacking in confidence compared to other colleagues.
I feel that other people are guiding what I have to read.
Time constraints- spare time can be spent on work, planning, where do we find the time.

Overcome it:
Use Research Digests
The course has forced me to engage with the research and schedule it in.

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Challenges
Time There is never enough time, as you move forward you have more responsibilities and less time which makes engaging with research harder
What evidence is Judging what evidence actually is.
Stubbornness People that use 'research-based' as a badge not to change something. "This was research based so it works and I'm not changing" even if new research has come out that 'proves' opposite
Unwillingness Some teachers have an unwillingness to change.

How to overcome
A willingness to learn and to be questioned. Having an open mind to change what you are doing.

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Time for engaging in the actual literature. In addition, the time to ensure that the research is relevent to the setting. Getting senior leaders on board! Confidence in engaging in the research.

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Time and the corresponding difficulty encouraging colleagues to buy in.  Also,  do we have the time to put research into practice?
Reluctance by leaders to accept new evidence or evidence that contradicts their way of doing things.
Lack of confidence in applying critical thinking to research, who it was published by and why etc.
Feeling overwhelmed by the range of evidence available.  Where does one start?
Fear of failure - if we get it wrong how does it impact the students and our own careers?

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Ian and Anne-Marie. Very switched on in roles moving between schools. As SLT do we need to make sure we are following the message? Taking the right journey. Can feel like a lone wolf. Visual Arts Department very limited. Line Managers helpful but limited. Stay as Classroom based practitioners but looking at enhancing the role. CTeach came along as an ideal opportunity to bring new ideas. Been fortunate to have very supportive bosses who have themselves want to engage in Action Research. Where to begin is another challenge - based on our personal experiences might not be reflective of what published research suggests. Challenges - biggest is the time how to engage and having the time to engage?

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Time to share what you've learned with your colleagues,
Time to give them to act on what you've learned
Time to read and engage with research
Time in existing lessons and schemes of work to adapt.

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Time: knowing where to go and what is the good research!
Our own personal investment
Accessing: Need uni access/library access
Gets old quickly: 3 years is OLD research
Constraints: position as a 'teacher', pressure to get support, creating a culture, school community
Cost!
Support
CPD: being 'in house' no rationale or evidence, where is the research? not critique-able

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Challenges to engaging with research effectively

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Challenges to engaging with research effectively

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Time constraints
Finding impactful research within allotted time
Finding research that relates to context particularly for primary and early years
Having time to share with colleagues

Overcoming barriers
PLC liaise with other teachers
Good links with other schools
Having allotted time
Learning how to evaluate research through this course will be a time saver
Reaching other colleagues who may be reluctant ~ confidence
Child centred rationale behind research

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Challenges:
The complexity - minefield!
The outcome - might be telling us we are doing it wrong
Or does not apply at all
So many voices out there
Knowing how to be selective
...which takes time
Hadn't even considered their core values in terms of bias etc
How can we apply it our setting?
The potential cost of getting it wrong when children's education is at stake
Need to maintain our integrity
Children and staff find it a challenge when things change
Initial enthusiasm can lead us going down lots of paths without proper rigor
How might we overcome this:
This course!
It provides an opportunity to collaborate and critically discuss and challenge
Structure to think in advance about how going to implement/monitor it
- gives us a roadmap
Working collectively and remembering why we went into teaching and seeing everyone as an equal and being open to trialing things with good intentions
Sharing best practice
Being open to hearing other people's views
Learning to listen to others and not feeling like we have to know everything
Open mindedness - towards bias and each other and the evidence

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Challenges:

Can often feel time-poor. Finding time for engaging. There is a lot of information out there, from a variety of different voices. Who are the right voices? Who should we be listening to? There is so much research out there to work through.

Can be tricky to encourage colleague's who don't want to engage in evidence-informed practice. Thinking about how they can do what they already do better.

Can be scary to take a risk - can be safer to stick with what you know. Fear of failure - of idea not working out.

Solutions:

Use of "research ambassadors" - sift through the information. Helps engage more reluctant members of staff. Makes it easier to digest. In another Lesson Study - we are given suggested reading linked to whole school priorities, but also have the freedom to engage in own research if we have our own particular interest.

The idea of "quick-wins" - may help to get colleagues who are more reluctant on side. Try and avoid putting pressure on workload.

Being brave and taking the risk - the worst thing that can happen is it goes wrong and need to refine!

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Written for academic audience rather than educators!
What does it look like in the classroom?
Time - need opportunities given for CPD. Time to engage with research.
Need staff to be invested in new initiatives. Need to know the reasons behind it - not just told by SLT.

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Time

How to transfer research into the classroom

Autonomy to implement things within the classroom

Understanding the full picture when evidence is conflicting

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Time - having sufficient time to both read the research but also think about how to implement the research and make use of it.
Collaboration - being able to discuss ideas with colleagues who have a similar interest.

Possible solutions
Time - maybe trying to build in formal time to the school day/timetable to allow teachers space to engage with research.
Collaboration - perhaps have a core group of teachers who want to engage with the research and then disseminate it in a teacher-friendly format to other teachers.

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Barriers -

Time - reading through the research requires some time and energy.

Can feel like an indulgence

Overwhelmed by what to turn to and what to focus on

Teaching voodoo - gimmicks in the classroom

Overcoming the groupthink established in departments can be very tricky.

Lots of effort to change curriculum and schemes of work

Solutions -

Healthy scepticism - Giving stuff a go and being prepared to be disappointed by the results.

Collaboration - Working with colleagues to overcome time "poorness."

Dividing time and energy among colleagues. Shared scrutiny of research

Convincing other members of staff to come onboard and engage with the project

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Time restraints/pressure. Wide variety of research and finding the right evidence for a certain challenge. Autonomy in your setting and having the confidence to go against a whole school policy. Going against the whole school approach when schools are data based and based in results.
Overcoming barriers needs good links with other areas of the sector. We need a sympathetic ear and a leadership team that will give you the space to implement new ideas.

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While I engage with second hand research (blogs, Impact Journal etc), I have never evaluated the impact of a specific piece of research within my own context and shared this with colleagues. I really liked the idea in the paper about "designing small projects with other interested volunteers and then sharing the findings", this is something I am definitely going to try and bring into my school and in a research group I have set up for staff.

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Changing individual, department and school wide practices requires a great investment of time and effort. If we make poor choices (as have been made in the past, cf. learning styles and learning pyramids) that investment is resented and students won't have progressed as fully as they might have done. Research evidence from different studies may contradict each other. Issues of effect size for relative investment and validity for a particular subject- or school- setting need careful interpretation.
Possible Solutions
Pursue this course to increase our in-school expertise.
Discuss and collaborate with others, seek expert advice.
Conduct in-school research to replicate findings in our 'ecology'.

Making Education Research Relevant - Education Next

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Negative past experiences or low self-esteem. Sometimes being resistant to online learning and new technology.
Solution: To address past experiences, make sure that the learning environment offers different ways to support and the possibility to discuss concerns in a constructive manner.

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The importance of being engaged with research evidence will help school to find solutions to particular problems, clarify purposes and priorities. It will improve understanding of our professional and policy context.

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Time!

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Schools engaging with research evidence could contribute to strong, secure and sustainable present and future onward teaching.

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Confidence! Research is seen as something that academics delve into.. forgetting that we are academic professionals in our own right. For those who do dabble, it is not always easy knowing what to do with what we engage with and the new learning which comes with that. Learning something new is uncomfortable and we forget and underestimate that sometimes!

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I believe teaching is a science. It is something we are learning about all the time. If we truly want the best for our children it starts with this. We must reflect on what is out there and apply it. For this to work, there needs to be a relationship between teachers and research where we feel that it can be tried and tested and challenged it we think there is something missing.

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We are a new school, establishing ourselves, and in that we are presented with a challenge of using evidence based best practice whilst also establishing the 'norms'.

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Certainly in our school we are using research to inform our practice. We have a clear vision of what we would like to do, based on the evidence of how it works in Finland. The challenge is how it works here!