This project, which will start in January 2025, aims to build consensus between a range of educators who already support an evidence-based approach to teaching.
If we look at nearly every other profession, underlying their practice is a shared theory or explanation of how their area of expertise works. Medics are taught about how bodies work, engineers how structures work, archaeologists how to identify the age of an artefact etc.
This basic understanding can be found in a textbook which is the foundation of the early part of the training that professional receives. The same model of the heart, for example, would be found in Inverness, Scotland as in Indonesia.
Almost uniquely, the teaching profession has no such founding textbook. Teachers may receive initial training which is very different from one training establishment to another. Even more extreme is the range of CPD and other in-service training a teacher may receive. With no foundation theory, CPD providers can (and do) teach whatever they like.
Those of us who follow the evidence regularly see examples of training which contradicts the evidence.
Underlying any classroom method, policy or idea