Teachers developing research-informed practice in the post-truth world

Boyd, Pete (2022) Teachers developing research-informed practice in the post-truth world. Research in Teacher Education, 12 (1). pp. 47-52.

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Abstract

Education is a values-based and complex field in which research evidence is multidisciplinary and multi-paradigmatic, and therefore highly contested. In this paper I argue that within such a field we must value and depend on teachers’ research-informed professional judgements, on what and how to teach in their school and classroom. However, there are increasing signs of professional development materials aimed at teachers which are part of the ‘post-truth’ world. By post-truth we mean where objective facts are less influential than appeals to emotion and personal belief. Some of these professional development materials are based on weak scholarship, but more insidiously some are part of ideological agendas, so that they should be viewed as part of post-truth politics. In considering the research literacy of teachers, the paper aims to provoke discussion and response, from teachers, teacher educators and policymakers, to the possible influence of post-truth on teachers’ beliefs and professional judgements.

Item Type: Article
Journal / Publication Title: Research in Teacher Education
Publisher: University of East London
ISSN: 2046-1240
Departments: Departments > Institute of Education > Education International Courses
Additional Information: Pete Boyd is Emeritus Professor in professional learning at the University of Cumbria.
Depositing User: Insight Administrator
Date Deposited: 06 Jul 2022 11:04
Last Modified: 06 Jul 2022 11:15
URI: https://insight.cumbria.ac.uk/id/eprint/6492

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