Identifying the characteristics of effective teacher professional development: a critical review

Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has no...

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Veröffentlicht in:School effectiveness and school improvement Jg. 32; H. 1; S. 47 - 63
Hauptverfasser: Sims, Sam, Fletcher-Wood, Harry
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 02.01.2021
Taylor & Francis Ltd
Schlagworte:
Coaching (Performance)
Criticism
Evaluation Methods
Literature Reviews
Professional development
Program Effectiveness
Program Evaluation
reviews
Teacher Characteristics
Teacher education
Teacher Effectiveness
ISSN:0924-3453, 1744-5124
Online-Zugang:Volltext
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Zusammenfassung:Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2020.1772841