Evidence-informed teaching: Why early career teachers should balance research, experience and context
“If you’re too open-minded, your brain might fall out.”
That was the Tim Minchin quote Bradley Busch left our Early Careers Teachers (ECTs) with at our expert webinar this week. You might be wondering, how does that apply to teaching?
Bradley joined us to explore the difference between being evidence-informed versus evidence-based, and how to apply research meaningfully to the unique contexts our ECTs face. The truth is, great teaching rarely comes from one source alone. That’s why our ECT Programme includes expert webinars designed to help educators combine research, experience, and context.
Is reading research enough?
Unfortunately, not. But why?
Research doesn’t always change minds
As individuals, we already have so many convictions and pre-conceived notions. This leads to confirmation bias. When we digest research, this can look like gravitating towards research that confirms what we already believe and dismissing what we don’t.
Readers don’t always read the research right
Did you know that a study has shown that you’re no safer jumping out of a plane with or without a parachute?
It completely goes against everything we know!
Until you pore over the methodology of the study and realise the plane was parked on the ground and participants jumped 1m out of it.
Context matters, and often readers skim over the methodology without reflecting on how it fits into their practice.
Educational research is hard
Unlike medicine or engineering, education is messy. How do you run a randomised control trial on homework? Who would volunteer their child for that?
This complexity means research is often highly context-specific. What works for a Year 9 class in sunny Melbourne might fall flat on a rainy Tuesday with Year 3 pupils in Huddersfield. Bradley recommended Cleverlands by Lucy Crean for anyone curious about how context shapes educational success worldwide.
Evidence-based vs evidence-informed
Our ECTs learn that being evidence-based is not quite enough. As Tim Minchin said, "If you’re too open-minded, your brain might fall out”. Effective teaching blends research, professional experience, and contextual understanding.
How can you feel confident you’re getting the balance right? Bradley shared a practical tip: listen to three voices: your own, a trusted colleague’s, and research. When these voices disagree, reflect and adapt rather than blindly following one.
Teaching isn’t alchemy; it’s both an art and a science. At the National Institute of Teaching (NIoT), one of our core principles is making high-quality research accessible and actionable. Moreover, on our ECT programme, we support new teachers through expert webinars, practical strategies, and mentoring. This helps them develop confidence and skill, grounded in evidence, shaped by experience, and tailored to context.
Here’s what participants said about the webinar:
"It allowed me to think more broadly about my context at work and practice being more open-minded."
"Bradley was amazing, funny and informative, and he explained the content really well."
"One thing I will take away is to ensure my lessons are as interactive as Bradley’s, very engaging!"
If you’re looking for practical ways to help your ECTs turn insights like Bradley’s into classroom success, find out more about our ECT Programme.