Abstract

This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher education. The new culture of organisation and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid evidence. Its implementation means that both administrators and teachers are asking themselves: what works? This study shows that the implementation of a culture of evidence requires the adoption of a pluralist vision of evidence, as well as clear criteria for determining the validity of evidence. In addition, teachers should be trained to mobilise systematic pedagogic knowledge and transform their practice, using available institutional support, the systematic analysis of their own experience, and the promotion of best practice.

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