Research into Practice

This paper explores evidence from thirteen years of support for research and evidence informed practice as a change lever in England. It starts from the proposition that empirical evidence about teacher development has an important role to play in helping understand how the use of research and evidence can support teacher change. There has been extensive development of models for promoting engagement of policy makers and teachers with research based on evidence from knowledge transfer (Oakley 2007) and analysis through the lens of the co-construction of knowledge (Edwards et al 2005). There has also been modest investment in empirical investigation of the use of research and evidence (Sharp et al 2006). But public exploration of these issues from the perspective of what is known about teacher learning, development and change is limited. In arguing that reflecting on teacher change and use of research and evidence as continuing professional development and learning helps to clarify key components within the change process, the paper attempts to fill this gap.