An international spotlight is now shining on evidence-informed practice. In a fast-changing world, where diverse groups of pupils need to be prepared for their future rather than their parents' past, the nature of teacher professionalism has changed. This now includes teachers having the confidence to access and/or create the knowledge they need with colleagues and share it to benefit others as well as themselves (Schleicher, 2015). Being evidence-informed is therefore at the heart of teacher professionalism. So why doesn't everyone just get on with it? Here, I pose five challenges that need addressing before this vision can be realised; I offer thoughts on ways to tackle these, and then conclude by raising questions as a stimulus for conversation.
Challenge 1:
Thinking too narrowly about 'evidence'
People have different conceptions about 'evidence' (Coldwell et al., forthcoming). Some practitioners think about their own or their colleagues' practice, including pupils' reactions, wh
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A useful read that highlights potential issues and problems. These can be noted and taken into account when planning for evidence-informed practice.