Ben Durbin and Julie Nelson
22 January 2014
Teaching is not currently an evidence-informed profession, despite successive attempts over the years to encourage this.
In this NFER Thinks we argue for system-wide change to ensure that evidence is used to the benefit of all learners. This requires a coordinated set of actions across the teaching and research professions alongside some supporting infrastructure developments.
Published to coincide with an NFER-hosted event in partnership with the Coalition for Evidence-based Education, this paper provides some outline proposals. The event will focus on generating collaborative, cross-sector suggestions on how such proposals can be taken forward.