%0 Book Section
%@ 9781742379951
%A Busch, Gillian Roslyn
%A Theobald, Maryanne Agnes
%B Teaching Early Years : Rethinking Curriculum, Pedagogy and Assessment
%C Crows Nest, NSW
%D 2013
%E Pendergast, D.
%E Garvis, S.
%F quteprints:50803
%I Allen & Unwin
%K evidence based practice
%K research
%K reflective practice
%K teaching
%K early childhood education
%K teachers as professionals
%K action research
%K early years
%K learning
%P 317-333
%T Evidence based practice
%U https://eprints.qut.edu.au/50803/
%X An integral part of teaching and a principle underpinning professional practice in the early years is the importance of reflecting on and researching our own practice. For example, in Australia, the Early Years Learning Framework: Belonging, Being and Becoming identifies “ongoing learning and reflective practice” (DEEWR, 2009, p. 13) as one of the five principles distilled from theories and research evidence that underpin professional practice in the early years. Recognising teaching as encompassing the role of researching pedagogical practice highlights that teaching is not simply practical or procedural but requires intellectual work. This chapter details evidence based practice (EBP) in early years education and highlights four questions: 1. What is evidence based practice?; 2. What evidence do I draw on?;  3. How might I discern relevant evidence?; and 4. What is my part in generating research evidence?