By Paul Gardner on EduResearch Matters
There can be little argument in wanting university Schools of Education to impart to their students, knowledge premised on systematically-acquired evidence. It is irrefutable that teacher educators want their students to leave university and enter the classroom confident in the delivery of best practices. However, the requirement for ‘evidence based-practice’ is in danger of becoming a political polemic in which knowledge may be obfuscated by ideology, rather than being the outcome of systematic investigation…
…Rather than denouncing certain disciplines of thought and prescribing others, perhaps the way forward is to systematically interrogate different types of evidence in order to evaluate their efficacy, as bona fide knowledge. The best way to do this is by means of teacher-academics and teacher-practitioners working collaboratively, across multiple settings, engaging in systematic research, and cross-referencing results. For this to happen, there needs to be a commitment by government to fund, not cut, educational research. Australia has some of the finest Schools of Education in the world; they are staffed by dedicated academics who want the best for their students and the best for the nation’s school children. What universities need is a knowledge-rich government, not political polemic that does not even reach the baseline of the ‘hierarchy of evidence’.
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