What Makes Professional Development Effective? Results From a National Sample of Teachers

Abstract

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

Teacher learning in the context of a continuing professional development programme: A case study

“…In reviews of research on the effectiveness of teacher learning in professional development interventions, opportunities for (and the quality of) feedback of the trainer is not identified as an important feature of interventions in itself. It is rather regarded as an element of other features, such as active learning or collaborative learning (Garet et al, 2001;Van Veen et al, 2012). Ingvarson et al already highlighted this problem in 2005.…”

“…Garet et al, 2001;Van Veen et al, 2012). For example, the CPD programme was intensive and sustainable; it consisted of weekly recurring learning activities over a period of four months.…”

“…Several review studies have been conducted in order to identify the features that increase the chance of CPD programmes for teachers resulting in effective professional development (e.g. Garet, Porter, Desimone, Birman, & Yoon, 2001;Van Veen, Zwart, & Meirink, 2012). Important features include integrating new knowledge teachers develop in their classroom practice, learning together with colleagues, and being actively engaged in meaningful discussion.…”

Invited Lectures from the 13th International Congress on Mathematical Education

“…For instance, regarding the issue of cram schools, Euna was very concerned about the interruptions made by students who attended cram schools but did not come up with specific solutions, whereas Miyeong identified the issue of cram schools as "bad habits in learning mathematics." This indicates that cooperation with colleagues, particularly with more experienced teachers, is important in developing mathematics teachers' expertise, as previous research has evidenced (Garet et al 2001;Desimone et al 2002).…”

É possível relacionar avaliação discente e formação de professores? A experiência de São Paulo

“…Diversos autores apontam que essas ações de formação e desenvolvimento profissional têm sido colocadas no cerne das reformas educacionais (DESIMONE, 2009;GATTI, 2008;BORKO, 2004;AGUERRONDO, 2002;GARET;PORTER;GUSKEY, 2001;WILSON;BERNE, 1999;SPARKS, 1991;.…”