The enactment of cognitive science-informed approaches in the classroom: – teacher experiences and contextual dimensions

Clara Jørgensen*, Tom Perry, Rosanna Lea

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers’ accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms.
Original languageEnglish
Pages (from-to)1-20
Number of pages20
JournalBritish Journal of Educational Studies
Early online date7 Sept 2023
DOIs
Publication statusE-pub ahead of print - 7 Sept 2023

Bibliographical note

Funding:
Education Endowment Foundation.

Keywords

  • cognitive science-informed approaches
  • educational practice
  • enactment
  • teacher perspectives

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