Practitioners’ familiarity with their own environment and opportunities to use various methods of data collection allow them to assess and reassess their particular situations and from there formulate an agenda for reform. Reforms in education are linked to a move away from a ‘culture of individualism’ (Study Guide, p.36) towards concern for progression of students and collaboration and responsibility between teachers (Study Guide, p.35). They also highlight the cohesion between evidence-based and reflective practice. Hargreaves (2007[h]: 10) proposes practitioner involvement in all aspects of research to inform practice. This shift in definition of the practitioners’ role highlights how both concepts of educational practice aim to be a form of continual professional growth and development for practitioners[i].
Within the sphere of pre-school care and education, the active participation of children in their own learning is emphasised. Observation and written records on individual children assist practitioners in reflecting on activities undertaken and aspects of provision that need improving in terms of providing resources and opportunities for learning. Such reflective practice enables practitioners to search for solutions to particular problems. However, it is suggested that reflective practice should not be considered in isolation but as part of a wider framework[j]. For example, the active participation of children in making decisions that affect their lives is enshrined in law by the United Nations Convention on the Rights of the Child (1989) and ratified by the Irish Government in 1992.
Moore (2007: 122[k]) suggests, when comparing the competent teacher and reflective practitioner, that ‘both discourses are essentially symptomatic in perspective, in that they seek out and identify what is ‘wrong’ in classroom interactions through explicit reference both to what has ‘happened’ and to some normalizing notion of what ‘ought to have happened’. It is suggested, however, that Moore (2007) is taking a simplistic standpoint. While evidence-based practice may be criticised for its ‘top-down’ approach, and the ‘validity of research findings’ (Study Guide, p.34) may be privileged over that which inform practitioners in their work settings, it could be argued that all research is value laden and the power imbalance may not be as significant as suggested[l].
This essay will now move on to discuss differences between the notions of evidence-based practice and reflective practice.
Hargreaves (2007) argues that evidence-based research in education lacks the input of practitioners working in the field (p.9). Such lack of participation by practitioners, he suggests, adversely affects the improvement of educational practice. Hargreaves (2007[m]: 3) claims that if education were a research-based profession, it ‘would be more effective and more satisfying’. Making this claim, he compares education unfavourably with medicine.
He suggests that it is through evidence-based practice that practitioners gain respect of policy makers because such practice is open to ‘evidential test’ (p.12[n]).
An example of evidence-based research is highlighted in the dominant tradition within the study of developmental psychology to measure children’s capabilities or milestones in terms of their age, for example Piaget’s (1896-1980) stages of development were based on children’s capabilities at different ages. His theory and that of other developmental psychologists has greatly influenced many researchers and provides a basis for selecting age as a means of determining competency in young children. Therefore, within early years settings, resources are frequently presented to children to promote and extend learning in terms of age categories. Jigsaw puzzles suitable for age two plus would be deemed unsuitable and inadequate in terms of extending learning for children aged four and a half years. This practice is replicated extensively in early years settings[o]. Piaget’s and subsequent theories have influenced policy makers who regulate guidelines and regulations, for example, the (Childcare (Pre-School Services) Regulations 2006 implemented in Ireland in 2007.
Unlike medical practice, there is not always the ‘certainty’in educational practice to which Ravitch (1998) refers. While the application of evidence-based practice in education may not be as easy to interpret, it is still more open to analysis than reflective practice due to a greater diversity of qualifications held by practitioners, for example, within Ireland, practitioners may hold a range of qualifications from a twenty hour practical course to degree level. Legislation implemented in Ireland in 2007 has made early years provision open to professional scrutiny in terms of provision of an early years curriculum and adherence to guidelines outlined in Regulations mentioned above[p].
However, because the provision of early years education is in transition as a result, it could be argued[q] that the new legislation has left it more open for early years practitioners to apply reflective practice to affect change to a greater or lesser extent to suit individual settings. Change may be subjective and introspective, which may limit the influence of evidence-based research.
For example, the implication of implementing the recent evidence-based legislation is that early years practitioners may apply their own reflective practice to ensure that each child’s learning and development is a holistic experience, with play as central to integrated learning and development and to curriculum or programme implementation (Síolta Guildlines 7.1, 2006[r]).
Hargreaves (2007: 13) suggests that because the number of variables affecting the correct treatment in medicine is so great, evidence-based medicine, which would factor in and thus account for such variables, is vital. In the same way, he argues that this practice is necessary in education. Ravitch (1996) concurs with this argument and maintains that the application of evidence-based practice would improve education. For example, in the case of Randomised Controlled Trials, the insights gained could be used to create a ‘common vocabulary, a common body of knowledge, a shared set of criteria, and clear standards …’. Hargreaves (2007) argues that the lack of practitioner-led research, which would provide a sound knowledge base, is a key disadvantage; a situation that he argues is of little concern to practitioners. However, he had previously argued ‘that teachers are able to be effective in their work in almost total ignorance of this infrastructure’ (p.4[s]).
At the beginning of the twenty-first century there is acknowledgement by early years practitioners of the necessity to be accountable to parents and policy makers with regard to service provision. Within Ireland, there is a high percentage of privately owned early years settings. (Hargreaves 2007: 9) suggests that education lacks the ‘pull’ of industry … and the ‘push’ of the Health Service and drug companies which ensures the application of medical research’. Therefore it is necessary that the importance of evidence-based practice be recognised in early years settings to underpin and inform practice. Otherwise, the reflective practice of early years practitioners would have less basis and therefore less credibility. It could be argued that his assertion that ‘educational research … is not having adequate influence on the improvement of practice’ is therefore changing (p.9).
The question is posed by Moore (2007: 134), referring to Woods (1996) ‘ is teaching an art or a science?’ It could be suggested that reflective-based practice is more applicable to the concept of teaching and education as an art, while evidence-based practice is more relevant to the concept (idea) of teaching and education as a science.
Yet it can be argued that education is both an art and a science, where it is necessary to combine the complementary factors of reflective-based practice and evidence-based practice in order that teachers may ‘understand their own historical positioning and developments as much as they are able, in addition to trying to understand how their pupils ‘tick’, and for researchers to explore not only social interactions but also the discourses and contexts within which those interactions take place’ (p.135[t]).
To conclude, this essay has discussed the similarities and differences between the notions of evidence-based practice and reflective practice, taking into account educational practice in early years settings. The essay has taken into account the arguments of various contributors to the Study Guide and Reader who posit the idea that evidence-based and reflective-based practice is not a dichotomous concept. Examples based on personal experience and based on the Irish curriculum framework and guidelines have explored this argument. In discussing both concepts, it could be concluded that both the similarities presented and the differences analysed present the idea of research having a cyclical nature, whereby collective reflective practice produces evidence-based practice, which in turn stimulates further reflective practice. From the evidence provided, it can also be concluded that while both practices have diverse origins, the stance taken in their application also produces similarities in their interpretation. Therefore, they are both relevant and have a necessary application in the field of education[u].
Total No. of words: 1,891
References:
Bassey, M. (2007) ‘On the kinds of research in educational settings’ in Hammersley, M. (2007) (ed) Educational Research and Evidence-based Practice, London Sage/The Open University
Child Care (Pre-School Services) (No. 2) Regulations 2006 and Explanatory Guide to Requirements and Procedures for Notification and Inspection, Department of Health & Children, The Stationery Office, Dublin
Hargreaves, D. H. (2007) ‘Teaching as a research-based profession: possibilities and prospects (The Teacher Training Agency Lecture 1996) in Hammersley, M. (2007) (ed) Educational Research and Evidence-based Practice, London Sage/The Open University
Moore, A. (2007) ‘Beyond reflection: contingency, idiosyncasy and reflexivity in initial teacher education’ in Hammersley, M. (2007) (ed) Educational Research and Evidence-based Practice, London Sage/The Open University
Ravitch, D. (1998), ‘What if research really mattered?’ Education Week, 16 December, vol. 18, no. 16, p.33
Schön, D.A. (1983) The Reflective Practitioner, New York: Basic Books in Bassey, M. (2007) ‘On the kinds of research in educational settings’ in Hammersley, M. (2007) (ed) Educational Research and Evidence-based Practice, London Sage/The Open University
Schön, D.A. (1987) Educating the ReflectivePractitioner, San Francisco: Jossey-Bass, in Study Guide
Síolta, (2006) ‘The National Quality Framework for Early Childhood Education’, Centre for Early Childhood Development & Education, Dublin 9.
Woods, P. (1996) Researching the Art of Teaching: Ethnography for Educational Use, London: Routledge, in Moore, A. (2007) ‘Beyond reflection: contingency, idiosyncasy and reflexivity in initial teacher education’ in Hammersley, M. (2007) (ed) Educational Research and Evidence-based Practice, London Sage/The Open University
[a]You have shown a clear (if a little short) account of what you will be discussing.
[b]Clear and concise but EBP is more than just RCTs.
[c]Needs to be a little more detailed. What practitioners?
[d]In the Harvard style we write pg. instead of :
[e]A little more detail would certainly support your argument.
[f]Interesting but would this insight from the reflective practitioner not be stronger if it were evidence based?
[g]Page number.
[h]Pg.
[i]Certainly could be the case.
[j]This is very true and would have been worthwhile to further develop here.
[k]Pg.
[l]Very insightful – well done!
[m]Pg.
[n]Would be useful to define this.
[o]Assume you are showing the generalisability of these theories? Not fully shown how these theories are evidence based.
[p]It is a little unclear how this links to your argument.
[q]Would need to comment further here.
[r]Not referenced correctly.
[s]Very good use of course materials.
[t]Very coherent argument.
[u]You have concluded the essay very well.
by
anthonyburke (student)
