Evidence-informed practice
Evidence-informed practice (EIP) is defined as the process of teachers accessing, evaluating and applying the findings of academic research in order to improve their teaching practice (Walker, 2017). Considered to be the hallmark of high-performing education systems (Furlong, 2014; Supovitz, 2015), EIP is regarded by many as a prerequisite for effective teaching and learning (Furlong, 2014; See et al, 2016). It is also suggested (e.g. OECD, 2016) that optimal forms of EIP involve teachers collaborating to use research to address school priorities, where these priorities coincide with the day-to-day realities of the classroom (e.g. teachers' use of research to improve pupil behaviour or pedagogy). At the same time, little research has been undertaken into how this optimal situation can be achieved (Cain, 2015).
Types of teacher evidence use and 'research capital'
Recent studies examining the use of research by teachers (e.g. Brown and Zhang, 2016; Stoll and
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