The myth of best practice: how understanding the site changes what best fits

Abstract

Abstract This article problematises the discourses of ‘best practice’, and despite the prevalence of the term in educational media and policy, there is a general lack of consensus how it is reconciled by teachers as they seek to understand and develop their pedagogical practices. By applying practice theory as a site-ontological lens through which to understand education practices, analysis of observations of teacher professional learning conversations and follow-up interviews and focus groups, an empirical basis to reframe best practice as best-fit practice is proposed. Findings from one case selected from a two-year ethnographic case study conducted in seven schools show how a site ontological perspective reframes best practice not as a universal set of rules, procedures or programs but as best-fit practices , those that are uniquely relevant to particular places, at particular times and with particular groups of learners (both teachers and students). This reframing asserts a principled, dynamic, site-based and responsive approach to practice, ever open to focused professional critique and reflection. Findings establish that a deep sense of site is critical for researchers and practitioners seeking to understand the nature and particularity of the practices and practice architectures that shape how education is experienced (produced and reproduced) in each and every site. Conclusions have important implications for understanding the rhetoric of ‘best’ in terms of recognising and valuing teacher expertise, development, and pedagogical decision-making as teachers are expected to increasingly grapple with system mandates and compliance.