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Barriers to in situ, over time. Indeed,
surveys conducted on the
research-engaged schools factors influencing teachers?? choice and selection
The status quo, in most schools, however, may not of teaching methods
be regarded as conducive to their transition to consistently place high
productive research environments. Teachers rankings on practical
generally do not have the skills necessary to issues such as curriculum
conduct rigorous research. Nor do they have the coverage, formal summative
resources ??time especially being at a premium. In assessment, and student
many cases, they may not have the motivation, ability, and very low ranking
seeing their prime function as teaching rather than on research evidence of what
researching. The absence of institutional rewards works (Dimmock, 2012).
and motivators for teachers to undertake research
is a further deterrent, especially in systems where
accountability is focused on student learning
outcomes. Teachers generally concentrate on
achieving short-term goals, and may see any
benefits from research as long term, and thus
lacking priority. Evidence suggests (Cooper, Levin, &
Campbell, 2009) that teachers are interested in
research, but spend little time on learning about
research directly. Instead, they rely on third parties,
intermediaries and on attending conferences,
professional development activities, and in some
cases, graduate study. Barriers to teacher uptake of
research also include problems of access and
understanding. It is commonplace for teachers to
complain of lack of synthesis of research findings
and inconsistency and unreliability of findings, as
well as difficulties in clarifying the practical and
contextual implications.

Further obstacles to teachers??openness to
research-induced changes in their practice lie in
their distrust of research, their perspective of its
apparent irrelevance to practice, their lack of ability
to interpret it, the complexity and ambiguity with
which much research is presented, and above all,
their pre-disposition and preference to rely on their
own tacit knowledge, that is, the accumulated
wisdom gained from their on-the-job experience

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