There’s a growing interest around evidence-informed practice (EIP) and its links to effective continuing professional development. A combination of indicators clearly shows this growing movement and demand for evidence among educators.Such as:
- Emphasis from the DfE on ensuring teachers are equipped with an understanding of the latest research, and use evidence to inform their teaching practice
- The expanding profiles of researchED and The Research Schools Network
- The launch of the Chartered College of Teaching
- Expert guidance being provided by organisations like the Education Endowment Foundation and Institute for Effective Education
“Evidence-based practice is not ‘cookbook’ teaching or policing, nor should it be about prescribing what goes on from a position of unchallenged authority. It is about integrating professional expertise with the best external evidence from research to improve the quality of practice” - J Sharples, Evidence for the Frontline
But, how important is evidence-informed practice and what challenges does it pose for schools embedding it within CPD and whole school improvement?