Through the Teachers' Eyes—Primary School Teachers' Perceptions of Knowledge to Inform Their Practice

ABSTRACT This qualitative multiple case study examines teachers' perceptions of what knowledge they find useful, with our two cases being academically and non‐academically trained early‐career primary school teachers. Six teachers were interviewed to explore how different forms of knowledge influence their teaching practices. Findings indicated that while our two cases used a combination of sources to shape their practice, the academically trained teachers made more reference to scientific research. Non‐academically trained teachers expressed openness to scientific evidence, but struggled to engage with it due to lack of accessibility, practical challenges, and a tendency to prioritize experiential knowledge. Ultimately, both groups saw value in practical, immediately implementable knowledge that meets the specific needs of their classrooms.