The need for critical engagement when using academic research and evidence

James Rogers, Research and CPD Lead, Teaching School Council SW, UK Teaching should be a research- and evidence-informed profession, rather than a research- or evidence-led profession. The latter implies a passive engagement while the former implies an active engagement, which, I argue, comes from critical engagement, asking the right questions of research and understanding what it can and cannot offer. There is much on offer to the profession in terms of research and ‘expertise’, but the system is ‘noisy’ and there are a wide range of organisations and individuals making bold claims about strategies and ‘interventions’ that ‘work’, some of which present conflicting messages. It concerns me that while we operate in this research-rich landscape, in my experience of regional school improvement some schools can focus on initiatives and approaches that are not appropriate for their needs or context. Often, schools are looking for a ‘quick fix’, to solve a problem fl