Abstract
This study uses a sociocultural lens to investigate 16 Singaporean teachers’ perceptions of research in practice through semi-structured interviews and an inductive analytical approach to develop findings. Results illustrate that most of the teachers perceived research as having low utility but did express aspirational views that research could inform practice and support education system goals in instrumentalist terms. Particular tensions arising in the contexts of practice were surfaced that accounted for efficiency-driven perceptions of research usage. Greater attention to the contexts of policymaking, research knowledge production, and conditions for research use by teachers is suggested by the findings.
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