CRiEDO researchers Cecilia Inés Suárez-Rivarola, Saida López-Crespo and Anna Díaz-Vicario have published the scientific article titled “Teachers’ Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia”.
The article examines how evidence-informed educational approaches influence teaching practice and school equity. In this study, 314 early childhood, primary and secondary teachers from Catalan schools classified as high, medium and low complexity were surveyed. The results show that, although teachers acknowledge the value of educational research, its application largely depends on organisational conditions and the school context.
Low-complexity schools offer more favourable environments for the systematic use of evidence, which presents both an opportunity and a challenge: improving these conditions in more complex schools. Nonetheless, differences between school types are generally small. Key factors for promoting evidence-informed practices include time for professional development and regular evaluation of teaching practice.
Read the article here.
