As teachers, we must understand the ‘evidence-based’ data in education are not always synonymous with irrefutable evidence, particularly in social and human sciences. These are produced with a type of particular research methodology (quantitative research, experimental, clinical trial controlled, etc.), and data aggregated more often in academic journals that publish such research.
It isn’t so, for example, data from action research, collaborative research, and case studies, or even qualitative research where class observations and interviews were conducted. Teaching based on evidence derived from the medical field when doctors exchanged about risks and benefits of treatment specific. In this context, treatment may be preferred over another. It will be the same sometimes no treatment that will be the preferred option, especially when the risks outweigh the benefits. It’s Hargreaves (1997), who first suggested that education learns from the medical field: “Many doctors draw upon research about the effects of their practice to inform and improve their decisions;” most teachers do not, and this is a difference’. The idea for Hargreaves was to show the importance of paying attention to scientific studies in education, in a context where it is attached may be not important enough.
But even if the evidence have their place in education, it seems important to understand that teaching, is not like to practice medicine. In education, it is also necessary to develop different types of research, because the classroom is not governed by universal laws such as chemistry, physics or biology.
Considering the evidence as universal laws to be applied in education would involve significant risks, as well as to ignore, for example to reduce the search to a single vision. There must be a balance between evidence and data than Schön (1996) and several call knowledge of experience in education, or practical knowledge of teachers who are, also, a source valuable expertise for the improvement of the quality of education.
Thus, despite the challenges that are associated with, do not sweep to the back of the hand evidence. They must be used to provide tags and not laws to be applied without reflection (see Schon, 1996). They must “find their place alongside other forms of knowledge in professional reasoning” (Saussez and Lessard, 2009). The evidence can dock with other forms of research in education, especially in areas like digital, where little is known yet very.