This paper explores themes associated with teacher research and its role in enhancing and more deeply emancipating practice. Wider themes underpin how research might be understood which entails one in acknowledging political and epistemological controversies about the concept of evidence and its use in defining professionalism. Evidence-based practice (EBP) has been defined as the approach to decision-making which is transparent, accountable and based upon a careful consideration of the most compelling evidence. EBP is said to be one of the most compelling success stories of the 1990s, but some feel it may turn teachers into mere information managers, undermining their deeply personalised child-centred knowledge. It follows that taking a stance on these issues has implications for the legitimation of professionalism and evidence-based practice.