The impact of education research on teaching: the perceptions of Greek primary school teachers

Abstract

This paper reports a small‐scale study of the perceptions of primary school teachers in Greece regarding the impact of research evidence on their profession and their own practice. A qualitative approach is adopted. It analyses teachers’ accounts of their reading habits, their experience of research and their professional practice, and attempts to find links between them. Teachers’ personal characteristics, such as their age, studies, experience and satisfaction with their profession, are also taken into account in an effort to find out whether they affect teachers’ perceptions of the impact that research evidence has on their practice. The paper suggests that teachers’ studies and experience may be important factors in determining the way they view the contribution of research evidence to practice. Although the small sample of Greek teachers who were interviewed seem to be interested in reading research reports, their own practice does not make extensive use of research findings. It is suggested that to increase the impact of research on the teaching profession it would be necessary to involve teachers in research more actively.