From the Editor

PROFESSOR TANYA OVENDEN-HOPE, PROFESSOR OF EDUCATION AND DEAN OF PLACE AND SOCIAL PURPOSE, PLYMOUTH MARJON UNIVERSITY; BERA COUNCIL MEMBER AND BERA SPECIAL INTEREST GROUP CONVENOR, UK Evidence-based and evidence-informed teaching have become increasingly important aspects of educational practice and policy in the UK, with a growing emphasis on teachers as researchers and schools as research collaborators. Evidence-based teaching is the ‘seeking out and using: quantitative and qualitative research findings’ (Coldwell et al., 2017, p. 4) to develop pedagogy and practice. Research-informed and evidence-informed teaching are terms used interchangeably and emphasise that ‘teaching, as a complex, situated professional practice, draws on a range of evidence and professional judgment, rather than being based on a particular form of evidence’ (Coldwell et al., 2017, p. 5). Evidence-informed teaching therefore positions educators not only as consumers of research or evidence, but also