Knowledge Translation to support continuing teacher education

Main Article Content

Felipe Augusto Oliveira Costa
Ivan Luiz Marques Ricarte


Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals can be improved through KT, by sending scientific evidence to individuals, in order to offer potentially useful materials to the teacher's updating activities. Discussions concerning the scenario of training and professional updating of teachers will be presented, highlighting the publications and / or scientific articles as contents and instruments that allow the improvement of the teaching training through the KT process. From the bibliographic survey carried out, it is demonstrated how this process can be applied in the educational area. An intervention was carried out with teachers of the Exact Sciences Area, whose proposal was to send summaries of scientific evidence to the participants, for a few months, in order to attest the effects of KT on the qualification of teachers. This study presents the results and discussions of the impacts generated by the intervention carried out, such as, increase in the frequency that teachers went on to develop some activities or differentiated practices in their teaching units, as well as the level of utilization of the shared content, as a post-intervention period result, showing the potential relevance and applicability of KT in the continued training of teachers.


Download data is not yet available.

Article Details

How to Cite
Oliveira Costa, F. A., & Ricarte, I. L. M. . (2019). Knowledge Translation to support continuing teacher education. International Journal for Innovation Education and Research, 7(5), 12-31.


[1] Peterossi, H.G. Subsídios ao estudo da Educação Profissional e Tecnológica. São Paulo: Centro Paula Souza, 2014.
[2] Collins, J. Education Techniques for Lifelong Learning: Lifelong Learning in the 21st Century and Beyond. RadioGraphics, 2009, 29(2):613–622.
[3] Cardoso, A.A., Del Pino, M.A.B. and Dorneles, C.L. Os saberes profissionais dos professores na perspectiva de Tardif e Gauhier: Contribuições para o campo de pesquisa sobre os saberes docentes no Brasil. IX ANPED SUL Seminário de Pesquisa em Educação da Região Sul, 2012, 1:1–12.
[4] Gariglio, J.A. and Burnier, S.L. Os professores da educação profissional: saberes e práticas. Cadernos de Pesquisa, 2014, 44(154):934–959.
[5] Zeuli, J.S. and Tiezzi, L.J. Creating contexts to change teachers’ beliefs about the influence of research. College of Education - Michigan State University, 1993, 1–32. Available in: .
[6] Hemsley-Brown, J. and Sharp, C. The Use of Research to Improve Professional Practice: A systematic review of the literature. Oxford Review of Education, 2003, 29(4):449–470.
[7] Darling-Hammond, L. How teacher education matters. Journal of Teacher Education, 2000, 51(3):166–173.
[8] Hobold, M.S. and Matos, S.S. Formação continuada: o processo de incorporação das novas tecnologias de informação e comunicação no trabalho do professor universitário. Rev. Diálogo Educ., 2010, 10(30):317–333.
[9] Ponte, J.P. Concepções dos Professores de Matemática e Processos de Formação. Educação matemática: Temas de investigação, 1992, 1–40.
[10] Canadian Institutes of Health Research (CIHR). Knowledge Translation: definition. 2019. Available in: .
[11] Graham, Ian D., Logan, J., Harrison, M.B., Straus, S.E., Tetroe, J., Caswell, W. and Robinson, N. Lost in knowledge translation: time for a map? The Journal of continuing education in the health professions, 2006, 26(1):13–24.
[12] Sudsawad, P. Knowledge translation: Introduction to models, strategies, and measures. The National Center for the Dissemination of Disability Research. Austin, TX. 2007.
[13] Canadian Institutes of Health Research (CIHR). Knowledge translation strategy 2004–2009: Innovation in action. 2004. Available in: .
[14] Hargreaves, D.H. Teaching as a research-based profession: Possibilities and prospects. The teacher training agency annual lecture. EPPI-Centre, 1996, 1-12. Available in: .
[15] Davies, P. What is evidence-based education? British Journal of Educational Studies, 1999, 47(2):108–121. Available in: .
[16] Salbach, N.M. Knowledge Translation, Evidence-Based Practice, and You. Physiotherapy Canada, 2016, 61(4):293–294.
[17] Galvao, M.C.B., Ricarte, I.L.M., Grad, R.M. and Pluye, P. The Clinical Relevance of Information Index (CRII): Assessing the relevance of health information to the clinical practice. Health Information and Libraries Journal, 2013, 30(2):1–11.
[18] Hedges, J.R. The Knowledge Translation Paradigm: Historical, Philosophical, and Practice Perspectives. Academic Emergency Medicine, 2007, 14(11):924–927.
[19] Haynes, B., Hayward, R.S.A. and Lomas, J. Bridges between Health Care Research Evidence and Clinical Practice. Journal of the American Medical Informatics Association, 1995, 2(6):342–350.
[20] Canadian Institutes of Health Research (CIHR). Guide to Knowledge Translation Planning at CIHR: Integrated and End-of-Grant Approaches. 2012. Available in: .
[21] Oelke, N.D., Lima, M.A.D.S. and Acosta, A.M. Translação do conhecimento: traduzindo pesquisa para uso na prática e na formulação de políticas. Revista Gaúcha de Enfermagem, 2015, 36(3):113–117.
[22] Lang, E.S., Wyer, P.C. and Haynes, R.B. Knowledge Translation: Closing the Evidence-to-Practice Gap. Annals of Emergency Medicine, 2007, 49(3):355–363.
[23] Cochran-Smith, M. and Lytle, S.L. Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 1999, 24:249–305.
[24] Schmidt, W., Blömeke, S., Tatto, M.T., Hsieh, F.J., Cogan, L.S., Houang, R.T., Bankov, K., Santillan, M., Cedillo, T., Han, S., Carnoy, M., Paine, L. and Schwille, J. Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries. Teachers College Press, 2011, 1–7.
[25] Vanderbilt University. REDCap (Research Electronic Data Capture). 2018. Available in: .
[26] Pluye, P., Grad, R.M., Johnson-Lafleur, J., Bambrick, T., Burnand, B., Mercer, J., Marlow, B. and Campbell, C. Evaluation of email alerts in practice: Part 2 - Validation of the information assessment method. Journal of Evaluation in Clinical Practice, 2010, 16(6):1236–1243.
[27] Information Technology Primary Care Research Group (ITPCRG). 2017. The Information Assessment Method. Available in: .
[28] Sridhar, S.B., Pluye, P. and Grad, R. In pursuit of a valid information assessment method for continuing education: a mixed methods study. BMC Medical Education, 2013, 13(137):1–11.
[29] Oliveira, H.M. and Ponte, J.P. Investigação sobre concepções, saberes e desenvolvimento profissional de professores de Matemática. VII Seminário de Investigação em Educação Matemática, 1997, 1–26.
[30] Gatti, B.A. Formação de Professores no Brasil: Características e Problemas. Educação e Sociedade, 2010, 31(113):1355–1379.
[31] Davis, C.L.F.; Nunes, M.M.R.; Almeida, P.C.A; Silva, A.P.F. and Souza, Juliana C. Formação Continuada de Professores em alguns Estados e Municípios do Brasil. Cadernos de Pesquisa, 2011, 41(141):826–849.
[32] Megid, M.A.B.A. O processo de adesão de professoras dos anos iniciais ao uso de narrativas na formação docente em matemática. Rev. educ. PUC-Campinas, 2013, 18(3):301–310.
[33] Desforges, C. Putting Educational Research to Use through Knowledge Transformation. The Agency Comments. Learning and Skills Development Agency, 2001, 1–13. Available in: .
[34] Goldacre, B. Building Evidence into Education. UK Department for Education, 2013, 1-19. Available in: .
[35] Pluye, P., Grad, R.M.G., Leung, K.H., Bambrick, T., Marlow, B.A., Campbell, C., Bouthillier, F., Tabatabai, D., Dawes, M., Bartlett, G. and Rodriguez, C. Brief individual e-learning activities using information delivery and retrieval technology in a continuing medical education context: A literature review, an environmental scan, and interviews with CME experts. McGill Family Medicine Studies Online, 2009, 4:1–78. Available in: .
[36] Biesta, G. Why “what works” won’t work: evidence-based practice and the democratic deficit in educational research. Educational Theory, 2007, 57(1):1–22. Available in: .