ABSTRACT
The work of Carey Philpott challenges the profession to think about ways to develop and use evidence in and for the practice of teaching, teacher education and related policy. Important questions include who should produce evidence to inform teaching. Should it be educationists? Should it be teachers? Should it be teacher educators working with teachers? Should it be others from without the profession? An additional question refers to how evidence may be used to regulate teaching, and who should produce it? This chapter engages directly with such questions and raises some more to do with the diverse epistemological traditions that continue to fragment the field, and with the nature of the research that may help increase the capacity of educators to inform and regulate their own practice.
