Through five interconnected studies, this dissertation explores the multifaceted concept of teachers’ use of research, and how to facilitate such use on teaching critical thinking. The first study investigates educational stakeholders’ views about factors influencing teachers’ use of research, focusing on factors that researchers and decision-makers can act upon. This factorial survey experiment with 440 participants reveals some differing opinions among teachers, trainers, decision makers, and researchers, with a consensus that institutional support and elements facilitating the instrumental use of research are most important. This study suggests that better conceptual clarity is needed about teachers’ use of research. The second study further examines the conceptual ambiguities of research, evidence, data, and knowledge and their use in education. This systematic review of 32 reviews identifies a lack of clear definitions, especially regarding the educational goals associated with teachers’ use of research, evidence, data, and knowledge. It also suggests redefining teachers’ and researchers’ usually asymmetrical roles, and proposes cultural, infrastructural, and systemic changes for sustained research use by teachers, advocating for two-way horizontal approaches linking teachers’ use and production of research. The third study reviews collaborative frameworks to support teachers’ use of research and describes a design-based research project aiming at facilitating teachers’ use of research on teaching critical thinking. This study analyzes the creation of a research-brokered resource that involved over 30 researchers and teachers. The steps involved a review of a previous research-based resource unsuited to teachers and in-person meetings to sort and prioritize suggested changes. It also documents a teacher-research network dedicated to teaching critical thinking and details its successful interconnection with the resource. The study suggests that future research should examine their effect on teachers’ use of research on teaching critical thinking as part of a teacher training program. The fourth study discusses the gap between teaching and research, and the associated ‘two-communities framework’. It questions teachers’ and researchers’ motivations for engaging in collaborative research through an exploratory survey. It reveals that rewards or professional constraints and the time needed to take part in collaborative research are lower sources of motivation compared to others such as the perceived usefulness of the result or process, or clear and explicit goals. The findings challenge the ‘two-communities’ framework, showing that there are many shared motivations between teachers and researchers. The study recommends detailed descriptions of collaborative project steps to better understand what drives participation. The fifth study addresses the reconceptualization of teaching critical thinking into teaching critical approaches, based on limitations found regarding the former concept. The literature reviewed shows a predominant focus on critical thinking skills over dispositions and an overemphasis on the epistemic rather than the ethical and political dimensions. This study also critiques the dominant evaluation practices in the field, which are mostly through standardized testing. Teaching critical approaches is suggested to address these pitfalls and focuses on four axes described in the resource produced as part of a design-based research. The resource operationalizes teaching critical approaches through focus on the relationship to knowledge, metacognition and reflexivity, argumentation, and information evaluation. Overall, this dissertation provides a comprehensive examination of facilitating teachers’ use of research, emphasizing collaborative research frameworks, conceptual clarification and institutional support to sustain teachers’ use of research, particularly in relation to teaching critical approaches.