No matter how good we are at teaching, we can always learn something new.
The literature is important, but our evidence base can be wider and more diverse.

The literature is important, but our evidence base can be wider and more diverse.
Our intent is not to tell teachers what to do, but rather ask them, ‘is this relevant for you?’ The teacher is the driver, the judge, the sceptic. They are challenged to suspend judgement and listen to the learning, then make an informed decision about the degree of relevance for their context.