Fear not. Teachers, even baby teachers early in their career, very quickly learn the utter emptiness of “evidence-based practices” and “research-supported high-impact instructional strategies.” I have honestly not met a single damned teacher, including ones who lead professional development sessions, who believes that you can actually learn anything about real, day-to-day teaching by reading the shit education researchers produce. Even people who use educational research to justify their teaching methods usually only do so to satisfy an administrator or district-level person who needs to check some box mandated by the state or federal government to be checked. Among teachers, the real conversations are about adapting methods or strategies in order to make them realistically applicable. Or, honestly, how you can describe your instructional methods in such a way that they seem to be “supported by research.” Actual teaching is very much a craft. Justifying what you have found through experience to actually work with students is just an exercise in bullshitting.
> I have honestly not met a single damned teacher, including ones who lead professional development sessions, who believes that you can actually learn anything about real, day-to-day teaching by reading the shit education researchers produce
Why do you think the teachers you have met are a representative sample of all teachers everywhere?
