Beyond guesswork: How research empowers educators
The power of evidence-based practice
As a psychologist, Bradley brings a unique perspective to the discussion of teaching and learning, emphasising that teaching is not always intuitive. “What people think good learning looks like may not always be the case,” he suggests. “Educators often choose methods based on what feels good or familiar, rather than what is most effective for learning. This is where research comes in, helping reduce misconceptions and biases about what will help learning.”
“However, good teaching also relies on experience, advice from colleagues, and understanding the specific context of a school. Therefore, educators should be critical consumers of research, adapting and applying findings as appropriate.”
Bradley's interest in evidence-based teaching stems from his own experience as a college lecturer. “I felt like I was guessing at how much homework to set, how to motivate students, and what questions to ask. I realised that while research doesn't always provide definitive answers, it can help educators make informed decisions rather than relying on guesswork.” Hence why Bradley joined InnerDrive - to translate and illuminate research, acting as a ‘Google Translate for research,’ making it more accessible to educators.
Making research accessible
A key challenge for educators is translating complex research into practical, actionable insights. But how do we go about this? “Research needs to be presented in plain language that resonates with teachers, focusing on key principles rather than prescriptive instructions,” Bradley explains. “Instead of telling teachers exactly what to do, the goal is to explain key principles from research, allowing teachers to reflect on how to apply them. I believe that research should inform teacher judgment rather than replace it.”
Practical applications of research
When asked to provide an example of how research insights can transform teaching practice, Bradley discussed the common use of PowerPoint. “It sounds simple, but many teachers lack training on how to create effective slides that don't overload students with information. Research can inform how many words should be on a slide and whether animations aid or hinder learning. Similarly, the popular “do now” activity at the start of a lesson can be improved by using research-backed principles about the types of questions, level of difficulty, and how to create effective multiple-choice questions.”
Bradley also acknowledges that there are misconceptions about applying research, such as the idea that research provides definitive answers. “Some educators may cling to information and apply it inflexibly, misunderstanding the nuances and caveats. It's important to understand that research often involves ‘maybes’ and ‘in these situations,’ highlighting the need for careful consideration,” he explains further.
Inspiring reflection and growth
By making research accessible and relevant, Bradley helps educators become more reflective practitioners. When asked what he would like ECTs to take away from his session, he said it’s about acknowledging that research can be ‘messy and sometimes contradictory’. “I’d encourage teachers to look beyond their own experiences, reduce their own biases and consider alternative viewpoints and challenge themselves. It is important for teachers to be open to reading lots of research – there is a wealth of knowledge out there through blogs and other online forums.”
The impact of national expert webinars
The NIoT’s national expert webinars are designed to address the practical challenges of applying research. By providing access to experts like Bradley, the NIoT aims to empower teachers with the knowledge to improve their practice. The webinars complement the ECT programme’s 1:1 mentoring, personalised self-study, and local networking seminars. These resources help deliver impact by respecting teachers’ time and expertise, offering streamlined and easily accessible content.