Evidence- and research-informed practice

Teacher practice has often only been relatively loosely coupled with both evidence of student learning, and the current research base around what we know on effective teaching and learning. Pre-service education often exposed pre-service teachers to educational research, but there was little to support them to link this to their experiences in schools, and few requirements for teachers to remain connected to developments in knowledge around effective teaching and learning following graduation (Mclean-Davies et. al., 2013).