Teachers’ Research Literacy: A Scoping Review of the Role of Teachers in Research and Research Literacy Models

In today's world, expanding the existing body of knowledge through research is one of the main pillars of progress in the educational system. To achieve this goal, it is necessary for teachers to have research literacy, which is a prerequisite for their engagement in research. Research literacy can improve the quality of educational processes by helping teachers to apply research-informed approaches in their classrooms. One of the first steps to empower teachers in this regard is to determine their current level of research literacy and identify the knowledge and skills that they need in order to engage in research effectively. The present study introduces the concept of research literacy as an essential construct with regard to teachers' research engagement and discusses its impact on improving teaching methods and ultimately the quality of education. Adopting a scoping review approach, this study elaborates on teachers’ roles in relation to the concept of research literacy. Furthermore, the proposed models for the construct of research literacy in the field of education are presented and evaluated. The findings of this study indicated that teachers need to have a critical understanding of research reports in order to find solutions to educational problems, make informed decisions, and implement the implications of research studies in their classrooms. Finally, aiming to strengthen the dynamism of the educational system and encourage teachers to put research findings into practice, a number of practical guidelines are proposed which can promote the status and culture of research in educational settings.