@article{Anwaruddin_2015, title={Teachers’ Engagement with Educational Research: Toward a Conceptual Framework for Locally-Based Interpretive Communities}, volume={23}, url={https://epaa.asu.edu/index.php/epaa/article/view/1776}, DOI={10.14507/epaa.v23.1776}, abstractNote={<p>In this article, I re-visit the gap between educational research and practice, by reviewing some initiatives that have been taken to bridge the gap. I argue that most of these initiatives do not pay due attention to local contexts of research use. They tend to focus more on the <em>management</em> of researchers’ theoretical knowledge than on the <em>generation</em> of teachers’ pedagogical knowledge. For the development of meaningful pedagogical knowledge, I recommend that teachers be provided with appropriate opportunities to engage directly with educational research. However, I note that such engagement with research is not without challenges and constraints. Borrowing from Denzin and Lincoln (2005), I discuss three challenges—of representation, legitimation, and praxis—to teachers’ engagement with research. To overcome these challenges, I propose that teachers work as locally-based interpretive communities, in which they negotiate a communicative validity of research findings through dialogue with one another.  </p>}, journal={Education Policy Analysis Archives}, author={Anwaruddin, Sardar M.}, year={2015}, month={Apr.}, pages={40} }