Building on the discussion from their first article, which focussed on the reliability of AERO’s interpretation of evidence, the authors discuss how teachers can be supported in ‘reframing teaching as a tradition of reflective practice’. They revisit the ‘roots of evidence-based practice in its original domain medicine’ and show how far education has moved from David Sackett’s foundational model which they assert was a ‘reflective, individualised context-sensitive endeavour.’ They argue that teaching and learning are problem-solving practices and propose a solution by adapting ‘The five A’s’, which provide a professional framework for teachers in developing evidence-based practices in their individual educational contexts. They acknowledge that implementing this framework will mean that teachers need ‘time, resources and professional learning’ but they call for change and the recognition of ‘teachers, researchers and educational leaders’ as respected professionals.
Reference: Dwyer, R. Humberstone, J. & Fuller, B. (2025, July, 10) Evidence is important, but what is the problem? Edu Research Matters.