ABSTRACT
This chapter explores how the quality use of research evidence can be conceptualised in terms of educators’ enacted practices. Drawing on educators’ survey and interview responses, it considers how:
the practices involved in using research are little explored, especially in relation to using research well;
using research well can be conceptualised as an individual practice, a shared practice and an invested practice;
as an individual practice, the quality use of research is driven by educators’ curiosity and connected to their sense of professionalism;
as a shared practice, the quality use of research involves collective engagement and needs to be embedded within educators’ ways of working;
as an invested practice, the quality use of research must be guided by a clear purpose and take time and effort;
these three lenses on quality use as a practice are interconnected and link with the core, individual and organisational components of the Quality Use of Research Evidence (QURE) Framework; and
quality use as a practice is not about prescribing what it must ‘look like’, but about understanding how it can be enacted across different contexts.
