Abstract
This chapter outlines ways in which teachers, teacher educators, and pre-service teachers (PSTs), can participate in experiences that might serve to defy this doomsday scenario. It describes experiences that need to be introduced during teacher preparation that will allow PSTs to develop the skills and dispositions needed to conduct research-supported, data-informed practice. According to the USA’s Centers for Disease Control and Prevention, evidence-based decision-making “is a process for making decisions about a program, practice, or policy that is grounded in the best available research evidence and informed by experiential evidence from the field and relevant contextual evidence”. M. Fleer found that the preferred resources of early childhood teachers included in-service programmes, professional conferences, and curriculum materials. A clear example in physical education teacher education would be the continued insistence on the promulgation of short units relying on direct instruction as the most appropriate way to conduct a physical education programme.