Barriers and conditions for teachers’ utilisation of academic knowledge

Teachers’ expertise is mostly based on insights acquired in their own practice, and not on academic knowledge. Although many attempts have been made to explain this, it is not clear which conditions foster and which barriers hinder teachers’ use of academic knowledge. Therefore, this review study explores barriers and conditions for teachers’ academic knowledge utilisation in the literature since 2001. We have developed a comprehensive model to categorise barriers and conditions at four levels: the research knowledge level, the individual teacher level, the schoolorganisational level, and the communication level. Our review study reveals that structural collaboration, such as school-university partnerships and innovative communication networks, is increasingly proposed as a strategy to improve teachers’ utilisation of academic knowledge.