Factors Influencing the Implementation of Evidence-Informed Teaching Practices in Dutch Primary Schools

Abstract

Implementing evidence-informed teaching practices (EITP) in primary schools have been suggested as a promising solution to reverse the decline in school performances. Previous research shows differences in the extend to which teachers implement EITP. Both personal and contextual factors have been found to be explanatory for these differences. This research examines Dutch primary school teachers' perceptions on these factors in EITP implementation. An interview guide has been used to interview twelve teachers who had between 6 months and 42 years of teaching experience. Results have shown that a critical stance towards research and perceived social support are important personal and contextual factors, respectively. Participants have suggested their lack of research skills as the most substantial challenge in implementing EITP. Implications for research practice are threefold; 1) the Dutch government should promote research use amongst teachers by giving them free access to research; 2) TTPs should implement EITP training in their educational program; and 3) school leaders should offer professionalization opportunities for teachers by joining educational partnerships. This research suggests that future research may focus on how research skills among (primary school) teachers can be improved to ultimately reverse the decline in student performance.