The pushback against evidence-based teaching reforms is growing, despite early claims of success. This article explores the backlash, highlighting the concerns of academics and teachers who argue that the rigid 'evidence-based practice' orthodoxy is limiting educators' creativity and causing disengagement. The article delves into the personal perspectives of key figures, including Jenny Donovan and Nikki Brunker, who offer insights into the challenges of staying the course in the face of resistance to change. It also examines the broader implications of this debate, considering the role of evidence in education and the potential impact on teaching practices and student outcomes.
