Adapting research evidence for students with SEND
5 min read
VICTORIA COOK, LEAD RESEARCHER, CHARTERED COLLEGE OF TEACHING, UK
LISA-MARIA MÜLLER, HEAD OF RESEARCH AND POLICY, CHARTERED COLLEGE OF TEACHING, UK
BETH O’BRIEN, EDUCATION CONTENT MANAGER, CHARTERED COLLEGE OF TEACHING, UK
Introduction
In our recent working paper on teacher professionalism, we emphasised the role of teachers in adapting and implementing research evidence as part of evidence-informed practice (Müller and Cook, 2024). We believe that it is important that teachers are encouraged to become critical research consumers who question and adapt research evidence before adopting it in their contexts. Drawing on our analysis of practitioners’ reflective discussions during journal clubs, we demonstrate how practitioners reconcile evidence-based practice and practical wisdom. These findings exemplify the intersection between the ethical and the cognitive domains in our working definition of teacher professionalism (Figure 1).
Figure 1: Working definition of profess
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