Why Evidence-Based Teacher Development?
Because every teacher deserves to know what works — and every student in Bangladesh deserves the impact of great teaching.
If you’ve read our mission, this page explains the “why” behind it — what we mean by evidence, how we choose it, and how it becomes usable practice in Bangladesh (BD).
Why evidence matters in education
Teachers make hundreds of decisions each day — about explanation, questioning, grouping, and feedback. When those decisions are guided by reliable research, the effect on learning can be transformative.
Evidence-based teacher development means using the best available research, tested methods, and professional judgement to improve learning outcomes. It moves training away from guesswork and towards proven practice that makes classrooms more effective, inclusive, and sustainable.
The challenge in Bangladesh
In Bangladesh, many professional development experiences are well-intentioned but difficult to sustain. Training is often short-term, generic, and disconnected from classroom constraints. Follow-up coaching and implementation support are rare, so promising ideas fade before they become habits.
This is not a motivation problem. It is a design problem. Evidence helps us choose approaches with a higher likelihood of impact, and implementation helps schools embed them reliably over time.
What the research says
Across many contexts, research points to the same conclusion: professional learning improves outcomes when it is sustained, practical, and supported by implementation.
- High-quality professional development improves student outcomes (Darling-Hammond et al., 2017).
- Sustained, collaborative learning changes classroom practice more effectively than one-off workshops (EEF Guidance Report, 2021).
- Leadership development supports lasting improvement when it focuses on implementation, culture, and routines (e.g., NPQ content and implementation guidance).
Together, these findings show that improvement isn’t a mystery — it’s a discipline built on evidence, reflection, and shared responsibility.
How EBTD puts evidence into action
- Clear routines for classrooms: Practical guidance on assessment, memory, feedback, behaviour, and classroom talk.
- Leadership and implementation tools: Frameworks that help schools embed improvement without initiative overload.
- Localised, Bangladesh-first design: Built for large classes, bilingual settings, and constrained resources.
- Professional learning pathways: Training and partnerships that develop capacity, not dependency.
Guide to Better Assessment
Practical guidance on designing assessment that supports learning, reduces fear, and informs teaching decisions.
EBTD Guide to Memory
How retrieval, spacing, and practice help learning last — adapted for real Bangladeshi classrooms.
Classroom Talk
Evidence-informed approaches to questioning and discussion that increase participation and reduce silence.
Effective Implementation
Frameworks that help schools embed improvement over time without initiative overload.
Professional Learning Pathways
Structured training and partnerships designed to build long-term capacity, not dependency.
EBTD Research Hub
Accessible summaries and guides that translate global evidence into everyday classroom practice.
Our goal is simple: to make evidence usable — tomorrow, not someday.
Real-world impact
Imagine a science teacher in Rajshahi cutting marking time in half through smarter feedback, or a headteacher in Dhaka building a culture of coaching that lifts learning across the school. This is the kind of change EBTD exists to create — practical, measurable, and lasting.
Questions and answers
More about evidence, research, and why this approach matters for Bangladesh (BD).
What does “evidence-based teacher development” actually mean?
It means making professional learning decisions based on reliable research about what improves student outcomes. In practice, this involves testing ideas, using implementation guidance, and focusing on what changes classroom behaviour — not just what sounds good in theory.
Why is evidence-based training so important in Bangladesh?
Because teachers face real constraints — large classes, exam pressure, limited resources — and deserve support that is proven to work in similar conditions. Evidence brings clarity and focus, helping schools spend less time guessing and more time improving learning.
How does EBTD choose which evidence to use?
We draw primarily from trusted sources such as the EEF, UK NPQs, UNESCO, UNICEF, and peer-reviewed studies. Each concept is then localised through Bangladeshi case studies, teacher interviews, and pilot programmes to ensure it fits real classrooms.
What kinds of change does evidence-based development achieve?
Teachers report greater confidence, improved questioning and feedback, and higher student engagement. Leaders see stronger collaboration, clearer priorities, and better use of evidence. Most importantly, students gain deeper understanding — not just exam survival.
How can schools or teachers get started?
Begin with the Teacher Training in Bangladesh (BD) page, explore the Research Hub, or contact us for tailored programmes under our School Partnerships initiative.
Want to know how EBTD began and why this mission matters so deeply? Meet the founder and hear our story.
If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and updates on our training in Bangladesh—no spam, just what helps. Sign up to the newsletter and please share this page with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes and change lives.