Part 1 - What is meant by the phrase 'evidence-based practice'
The broader concept of evidence based practice (EBP) is relating to work or some other activity whose methods and strategies are based on proven concepts. In a professional context EBP could be seen, for example, in a doctor prescribing a treatment that has been proven effective by objective, scientifically controlled testing.
It is no coincidence that the most concise examples of EBP can be drawn from the medical profession. It was there that EBP originated and is therefore perhaps the best professional field in which to be able to understand and evaluate its application, history and progression. As medicine moved away from methods of divination and spirituality, the first strains of contemporary medical practice were developing based on proven concepts that were uncovered by scientific research. Robert Koch's late 19th century discovery that bacteria were responsible for the transmission of disease is one of the first examples of EBP in research. Throughout the 20th and 21st centuries the medical profession has been engaged in evidence-informed research and treatment in order to establish 'the best ways of doing things' or 'what works'. There is substantial effort made to ensure sound medical evidence and research is available to practitioners. One body of information is the Cochrane Collaboration which describes itself as 'dedicated to making up-to-date, accurate information about the effects of health-care readily available worldwide' (The Cochrane Collaboration, 2009). The notion of EBP in the field of medical practice is motivated by several factors ranging from altruistic orientation and the desire for the preservation of life to a more recent capitalist pursuit of pioneering, progressive and not least, profitable treatments.
In contrast, EBP in the field of education is a notion that has not been historically well entertained by commentators from within the profession and is arguably in its infancy in the UK. EPB in education is thought by some to impede on professional experience and indeed professional autonomy. In the past, educational policy has been based largely upon 'expert advice' compiled by educational professionals. Learning strategies and pedagogical systems have been designed based onthe experience and occupational reflection of individuals and other loose bodies of knowledge. Sound, evidence informed educational research is carried-out but the focus tends to remain in the field of higher education and findings not always effectively disseminated to teachers. It has been suggested that 'There is no agreed knowledge base for teachers, so they largely lack a shared technical language' (Hargreaves, 1996). Advocates in education argue that without the continual development of EBP in education, progression is mostly limited to the experiences of individual teachers.
The approach that a professional body should be influenced by an anecdotal collection of ideas or remain inflexible due solely to tradition is being abandoned. An important area of discourse regarding educational EBP is how to measure change and hence the effectiveness of the various social, medical and pedagogical systems. As the benefits of professional progression become more apparent there is an ever growing public demand for social, medical and educational practice to be based on sound evidence based practice.
Part 2 - Write a description, of approximately 500 words, on a form of educational practice with which you are familiar, briefly outline your argument as to whether this practice is, could be or should be 'evidence based' in the sensed used by David Hargreaves.
'You don't need ANY teaching experience!' (TeahMeEnglish, 2009)
'No teaching experience required, recent graduates can apply now!' (Kate, 2009)
It is with some irony that these are the kind of job advertisement slogans that attracted me to ESL in South Korea yet now are the basis of my critic and analysis of whether the practice could or should be evidence-based. Although part of the national curriculum in public schools, teaching ESL in South Korea largely occurs in private, after-school institutes. As can be assumed from the quotations the quality of western teachers employed in private institutes can be ruthlessly immaterial. Althoughteacher skill is not a direct measurement of EBPthe quotationsserve as a more general introduction to the current climate educational enquiry and policy.
A lack of governance and regulation has allowed the practice in individual institutes to become fragmented. This has permitted creativity in teaching styles however with no basic framework or curriculum there is no forum to be able to analyse, publish or promote 'what works' in terms of successful acquisition of English skill. Short-term contracts and thus a high turn-over of western teachersinstillthe notion of ‘teachers re-creating the educational wheel’ (Hargreaves, 1998). Teaching English as a Foreign Language (TEFL) qualifications can equip the ESL teacher with an understanding of the practice and some applicable skills. Most courses have some element of basic grammar instruction as well as objective summaries of the mainstream pedagogical systems. The theories presented are of individual reflection and experience of leading educational practioners yet arguably are still not based upon ideas that have been rigorously, objectively and scientifically proven to be effective. The specific motivation behind the notion of 'what works', needs further investigation. One might argue that the management team of a private institution is primarily concerned by financial success, to the detriment of educational success.
The practice of ESL in South Korea is in its infancy. Although English first entered the curriculum on a national level in 1886, private institutes have only become popular within the last two decades, it is therefore largely free from the encumbrance of tradition which can rust the cogs of educational reform. Unlike the apparent reluctance to seek advice of teachers in England, ESL teachers are demanding reliable guidance and information.[1 & 2] Internet forums are full of peer to peer advice but once again this advice is rarely based on sound, effective, evidence-informed methods. [3] A national committee of government, researchers and practioners, the development of public private partnership and the establishment of a system of funding are paramount to reform. A central database comparable to the Cochrane Collaboration could disseminate evidence-informed research and practice, not only in its theoretical sense, as can be found in educational journals but also in a way that is readily applicable to the practice of ESL. Although most of Hargreaves's recommendations as described in 'The way forward' (Hargreaves, 1996) are based on reform in England, there are several very applicable evidence based concepts which I believe could effectively applied to a reformation of the system of ESL in South Korea.
References
The Cochrane Collaboration (2009) ‘About the Cochrane Collaboration’ [online], Available from:
(Accessed 8 November 2009).
Hargreaves, D. (1996) ‘Teaching as a research based profession: possibilities and prospects’in
Hammersley, M. (eds) (1997) Educational research and evidence-based practice, Sage
Publications Ltd.
Hargreaves, D. (1998) Creative professionalism: The role of teachers in the knowledge society,
Demos Medical Publishing.
Kate (2009) ‘ESL/EFL/TEFL Teaching job in Gwang Ju South Korea.’ [online], Available from:
(Accessed 9 November
2009).
TeahMeEnglish (1 November 2009) ‘Excellent teaching jobs in Korea!’ [online], Available from:
(Accessed 9 November 2009).
Endnotes
1 ESLCafe (2009) ‘Ideas’ [online], (Accessed 9 November 2009)
2 ESLTeachersBoard (2009) ‘ESL teaching and learning tips’ [online], (Accessed 9 November 2009)
3 DA52025 (2009) ‘Advice for a beginner’ [online], (Accessed 9 November 2009)