Stoll, L;
(2017)
Five challenges in moving towards evidence-informed practice.
Impact: Journal of the Chartered College of Teaching
, May'17
(In press).
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Abstract
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. Th is now includes teachers having the confi dence to access and/or create the knowledge they need with colleagues and share it to benefi t 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 fi ve 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.
| Type: | Article |
|---|---|
| Title: | Five challenges in moving towards evidence-informed practice |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://members.chartered.college/impact/0/1/five-... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10042948 |
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