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Home > Reflective Teaching in Secondary Schools > 1. Becoming a reflective professional > 4. Principles > Further reading > Evidence-informed principles


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Evidence-informed principles

The case for teaching to be evidence-informed is elaborated in:

  • General Teaching Council for England (2010) in Pollard, A. Professionalism and Pedagogy: A Contemporary Opportunity.  London: TLRP (Reading 11.1)

The origin of the argument can be traced to Brian Simon’s thought-provoking chapter written in the 1980s entitled ‘Why no pedagogy in England?’ (Simon, 1981) (Reading 11.2). 

  • Simon, B. (1981) ‘Why no pedagogy in England?’ In Simon, B. and Taylor, W. (eds) Education in the Eighties. London: Batsford Educational.

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