It is generally assumed that research has a key role to play in the improvement of education. Over the past decades many have argued that teaching should become an evidence-based profession or, in a slightly ‘softer’ formulation, an evidence-informed profession. These ideas have a longer history in the field of education, and often come down to the question how the gap between research and practice can be narrowed or, ideally, be closed. In my presentation I wish to raise some questions about these tendencies by asking how much research teaching actually needs. I will highlight the fact that particular ideas about research can actually undermine and distort rather than strengthen the everyday work of teachers and lecturers. Against this background I will make a case for the need for thoughtful teaching and will highlight the resources that can be of help in doing so.