Impact 22 Editorial: From the Editor

Evidence-based and evidence-informed teaching have become increasingly important aspects of educational practice and policy in the UK, with a growing emphasis on teachers as researchers and schools as research collaborators. Evidence-based teaching is the ‘seeking out and using: quantitative and qualitative research findings’ (Coldwell et al., 2017, p. 4) to develop pedagogy and practice. Research-informed and evidence-informed teaching are terms used interchangeably and emphasise that ‘teaching, as a complex, situated professional practice, draws on a range of evidence and professional judgment, rather than being based on a particular form of evidence’ (Coldwell et al., 2017, p. 5). Evidence-informed teaching therefore positions educators not only as consumers of research or evidence, but also as professionals who engage critically with it and apply it thoughtfully to their specific contexts. Evidence-informed teaching also includes evidence generated by teacher researchers or in partnership with other educational researchers, to be used to improve pedagogy and practice.