Abstract/Summary

This article draws on the notion of communal constructivism to explore its potential to frame and facilitate the development of evidence-informed practice. The explicit aspiration to nurture a research-informed workforce is prominent in discourse across policy makers, educational researchers, and teacher professional groups in England; however, research evidence indicating how and why teachers might actually use research to inform their practice is limited. Furthermore the vision for research engagement of itself is not necessarily shared between researchers and practitioners. This study examines the relationships between research and practice when academics and professionals work together. Drawing on data from the co-construction of an online research-informed guide for the teaching of English as an additional language (EAL), analysis highlights the complexities inherent in translating research into practice for different stakeholders. Discussion argues for the recognition of communal constructivism as a pedagogy of learning that can build understanding between researchers and practitioners for how practice might become research-informed.