A crisis of identity? Teacher professional identity and the role of evidence-based practice

Year: 2002

Author: Sachs, Judyth, Mockler, Nicole

Type of paper: Abstract refereed

This paper will investigate emerging notions of evidence-based practice in education in the context of changing and often conflicting agendas on the part of governments, systems, schools and teachers. Within this conflict, the relationship between teacher research/evidence-based practice and the development of a range of teacher professional identities will be addressed, particularly in the light of ongoing debate in Australia and elsewhere around the issue of professional standards and teacher professionalism. In particular, the paper will focus on teacher professional identities which involve an activist or participatory role for teachers and the ways in which different approaches to 'evidence' help and hinder their development.