How non-university teachers perceive educational research

Abstract

This research seeks to understand the perceptions that non-university teachers have about educational research. In order to do so, a qualitative study was carried out passing a semi-structured interview to twenty experienced teaches (ten from Primary, ten from Secondary Education, half of them familiarized with research, the other half, not familiarized with initiated). The results, consistent with other studies, suggest that teachers are very critical of educational research because they question the quality of research, the usefulness of the results, the way in which research is written as well as the language used to make it public. Also, teachers see the topics investigated as irrelevant and indicate teacher training as one of the elements that influences their perceptions. There is also a critical look at the researcher, whom they see as a person who stands away from the reality of the classroom.