Promoting and driving change and improving education is a permanent task that is not always accompanied by the desired success. And it is that there are multiple factors and circumstances that influence, and varied the intervention alternatives that hinder, rather than favour, a common and maintained the vision of change.
In this sense, Evidence-Based Educational Practice (EBP) can be considered as an educational approach shared by teachers when designing and developing their teaching practice, contributing their experience and supporting it in reflection and in a greater foundation of its activity. Its approaches and developments include intervention strategies and procedures that are linked to reflective practice and seek to overcome it, by supporting it with internal or external research data and achieving sustainability of the most successful educational actions.
This work, aimed especially at scholars and researchers, compiles the existing knowledge in our context on this improvement proposal based on basing educational practices on evidence. It collects research results and international and national theoretical contributions, which support the reflections that are made. Also, and seeking to promote and promote this approach little known and developed in Spain, it proposes strategies and instruments to carry it out, as well as good practices, identified in the educational centres that practice it; trying to support its implementation and development in other educational institutions.