Práctica educativa informada por la investigación: cómo ayudar a los educadores a comprometerse con la investigación para el bien común

This study examines Research-Informed Educational Practice (REIP) and how REP can become an integral part of the functioning of educational systems. For the purposes of this study, we define PEII as the use of academic research by teachers and educational leaders in order to improve aspects of their teaching, decision-making, leadership, or professional learning. First, PEII is considered within the broader context of “research for the common good.” Second, the study analyzes how, despite the benefits and imperatives associated with PEII, a gap still exists between educational research and practice. Taking into account existing barriers to PEII, the article concludes with a discussion of the types of “universal” initiatives that can foster PEII, independently of the contextual factors operating at the system level. In summary, we argue that PEII can be realized in relation to: 1) Developing teacher capacity in the area of research literacy (including within initial teacher education and professional development activity); 2) top-down promotion of the use of research that ensures that PEII activity is carried out within a broader environment of mutual support and that a PEII culture emerges across all key actors in the system; and 3) Top-down strategies and policies that position school leaders as responsible for implementing collaborative, research-focused approaches to PEII within their school. Finally, we also suggest that these three factors should be reinforced with the constant support of actors at the macro and meso level, including aspects linked to governance and evaluation. In other words, PEII is not affected by new or tense initiatives and is reflected in the key structures of the center’s operation.