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Overview

That contemporary teaching should be ‘evidence-based’ is widely accepted.  However, practice cannot simply be ‘read off’ from inspection results, research findings or statistics on performance.  In all cases such evidence has to be interpreted by teachers in relation to their particular circumstances and priorities.  Hence the need for professional judgement.  This argument is articulated in Chapter 11, Section 2.1 of Reflective Teaching in Primary Schools.


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