Teachers developing research-informed practice in the post-truth world

Abstract

Education is a values-based and complex field in which research evidence is multidisciplinary and multi-paradigmatic, and therefore highly contested. In this paper I argue that within such a field we must value and depend on teachers' research-informed professional judgements, on what and how to teach in their school and classroom. However, there are increasing signs of professional development materials aimed at teachers which are part of the 'post-truth' world. By post-truth we mean where objective facts are less influential than appeals to emotion and personal belief. Some of these professional development materials are based on weak scholarship, but more insidiously some are part of ideological agendas, so that they should be viewed as part of post-truth politics. In considering the research literacy of teachers, the paper aims to provoke discussion and response, from teachers, teacher educators and policymakers, to the possible influence of post-truth on teachers' beliefs and professional judgements.