This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the perceived benefits, costs, and significance of research utilisation, bolstered by factor analysis. Specifically, our results indicate that teachers regard research as a means to enhance their understanding of educational theories, providing valuable insights to inform their teaching practices. Moreover, research empowers teachers to challenge entrenched conceptions and adopt innovative pedagogical strategies. In addition, the significance of research use is associated with its alignment with school priorities and integration into the decision‐making processes. Furthermore, teachers identified various obstacles to research use, including issues of research literacy, support mechanisms, and the accessibility of research resources. The study sheds additional insight into the dynamics of research utilisation among teachers operating within diverse national contexts. It underscores the intricate relationships between individual and organisational factors that shape and influence teaching practices.

中文翻译：

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释放研究型实践的潜力：对加泰罗尼亚、波兰和英格兰教师的好处、挑战和意义的见解

这项基于调查的研究深入探讨了加泰罗尼亚（西班牙）、波兰和英格兰 534 名教师样本的教学方法中研究利用的复杂相互作用。应用鲍德里亚的消费理论，我们对研究用途的多方面提出了新颖的见解，包括其收益、成本和在教学行业中的意义。我们的研究结果强调了研究利用的感知效益、成本和重要性之间的相互依赖性，并得到因素分析的支持。具体来说，我们的结果表明，教师将研究视为增强对教育理论理解的一种手段，为他们的教学实践提供有价值的见解。此外，研究使教师能够挑战根深蒂固的观念并采取创新的教学策略。此外，研究用途的重要性与其与学校优先事项的一致性以及融入决策过程有关。此外，教师们还指出了研究利用的各种障碍，包括研究素养、支持机制和研究资源的可及性问题。该研究进一步深入了解了在不同国家背景下工作的教师研究利用的动态。它强调了塑造和影响教学实践的个人和组织因素之间的复杂关系。