Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

Filges, Trine; Torgerson, Carole; Gascoine, Louise; Dietrichson, Jens; Nielsen, Charlotte; Viinholt, Bjørn A.

doi:10.1002/cl2.1060

Cited by 7 publications

(15 citation statements)

References 66 publications

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“…The quality of care may also be influenced by structural characteristics, such as the staff‐to‐child ratio, group size, the educational level of the staff, years of working experience and in‐service professional development of the caretakers/teachers, and the physical child care facilities (e.g., Slot et al ., 2015). However, the evidence for a positive effect of structural characteristics on preschool is not clear‐cut (see, e.g., Slot et al ., 2015; Filges et al ., 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Dietrichson

Kristiansen

Viinholt

2020

Journal of Economic Surveys

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What are the long-term effects of universal preschool programs on child outcomes? We review 26 studies using natural experiments to estimate the effects of universal preschool programs for children aged 0-6 years on child outcomes measured from third grade to adulthood. Studies comparing universal preschool with a mix of parental, family, and private modes of care show mixed effects on test scores and on measures related to health, well-being, and behavior. All estimates for outcomes related to adequate primary and secondary school progression, years of schooling, highest degree completed, employment, and earnings indicate beneficial average effects of universal preschool programs. Three of the included studies calculate benefits-to-costs ratios and find ratios clearly above one. Universal preschool tends to be more beneficial for children with low socioeconomic status and there are not consistently different effects for boys or girls. Only three studies compare two alternative types of universal preschool programs in terms of long-term outcomes.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Dietrichson

Kristiansen

Viinholt

2020

Journal of Economic Surveys

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“…A comparative analysis (Esser & Hanitzsch, 2012) of six meta-analyses concerning the effect of vocational training was carried out. Four references have been chosen, already selected and analysed by the synthetic study by Lipowsky & Rzejak (2015) -Tinoca (2004, Timperley et al (2007), Blank & De las Alas (2009), and Hattie (2012) -together with two more recent ones by Egert et al (2018) and Filges et al, 2019. The aim of the study was to identify evidence regarding the focal construct (in-service teacher/ continuing professional training; impact/effect; programs/instructions) and the analysis model adopted (e.g.…”

Section: Study Of Systematic Reviews and Meta-analysesmentioning

confidence: 99%

“…Some of the most recent systematic reviews on the effects of in-service training in education are presented below (Egert et al, 2018, Filges et al, 2019and Kalinowski et al, 2019. Egert et al (2018) pointed out the correlation between in-service training for early childhood professionals, especially in caring skills, and external assessments of service quality as well as development outcomes in young children.…”

Section: Comparative Analysismentioning

confidence: 99%

“…(Lipowsky & Rzejak, 2015). After a brief presentation of how the most recent systematic reviews on the topic have been conducted (Filges et al, 2019;Egert et al, 2018;Kalinowski et al, 2019), this article presents the results of a study on the terms and constructs in use in the context of the researches into in-service teacher/continuing professional training, impact/effect, and programs/instructions. The data and information collected offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al, 2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic especially in terms of the disambiguation of terms and the narrowing of the field.…”

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confidence: 99%

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Systematic reviews of in-service training effectiveness. A prior comparative analysis of the terms used

Agrati¹

2021

E&SD

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The professional development of teachers has a definite impact on the improvement of the entire educational system (OECD, 2018; Darling-Hammond, 2017). For this reason, the main international organizations - OECD (2013 ), European Commission (2012 ) - ask countries to establish feedback and accountability procedures for in-service training (ITT), for the ‘process by which teachers engage in further education or training to refresh or upgrade their professional knowledge, skills and practices in the course of their employment’ (UNESCO, 2019). Researchers state that here are numerous factors to be considered in carrying out this work: the type and quality of training, school climate, students’ skills, knowledge domain, etc. (Lipowsky & Rzejak, 2015). After a brief presentation of how the most recent systematic reviews on the topic have been conducted (Filges et al, 2019; Egert et al, 2018; Kalinowski et al., 2019), this article presents the results of a study on the terms and constructs in use in the context of the researches into in-service teacher/continuing professional training, impact/effect, and programs/instructions. The data and information collected offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al., 2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic especially in terms of the disambiguation of terms and the narrowing of the field. The training of in-service teachers in many countries has been made compulsory and structural and is conceived as an opportunity for growth and professional development for the entire school community, and a strategic and functional logic for improving the quality of the school system (Perla, 2019). However, ministries of education do not yet have a univocal model and shared procedures capable of describing and analysing the impact that the training provided has in the terms set out in the European Commission (2020): output - results achieved immediately, i.e. increase in skillsfocus subject to training; outcome - wider benefits for involved teachers - improvement of teaching practices of teachers involved in training; outreach - effects on the institutional and social context of the school where and of the territory within which the teachers involved in the training.

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“…While some scholars attribute it to the use of traditional formal method which does not allow teachers easy and flexible access to learning, involves moving to different geographical location as well as entail taking the teachers away from their families and jobs, others attribute it to the teachers' personal characteristics. For instance, Filges, Torgerson, Gascoine, Dietrichson Nielsen and Viiholt, (2019),contend that the suitability of methods and approaches employed for continuing professional development of teachers determine teachers' perception and participation in the programme. Other factors that affect teachers' participation in professional development programmes include; personal characteristics such as attitude, time, self-efficacy, age, gender, appraisal of feasibility (Aydin, 2011;Collins, 2011;Pearsall, Hodson-Carlton & Flowers, 2012;Adams, 2013;Mascher, 2016;Zheng, et al, 2019).…”

Section: Challenges Of Professional Development Programmesmentioning

confidence: 99%

Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

Ememe

2020

TETFLE

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Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.

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Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

Cited by 7 publications

References 66 publications

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Systematic reviews of in-service training effectiveness. A prior comparative analysis of the terms used

Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

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