Balancing evidence-based and experience-based knowledge in education

Artikkel

The point of departure of our homage to Eva Forsberg is two central themes
in her extensive academic scholarship, teachers’ professional development
and evidence-based teaching practices (Forsberg 2014). In this chapter, we
discuss how requirements for evidence-grounded practice in education can
merge with professional requirements of contextual considerations and local
engagement. We investigate and discuss this issue in connection with the
future role of higher education and research in general and within a setting
recognized by change, new political and public expectations and requirements,
and turmoil. We argue that teacher education particularly is caught in
a divergence that often has been thought of as more or less incompatible
elements in academia. We discuss the concept of evidence in educational
research and professional education and search for a constructive balance
between evidence-based knowledge and experience-based practice.