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

Resource type
Journal Article
Authors/contributors
Title
Identifying the characteristics of effective teacher professional development: a critical review
Abstract
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.
Publication
School Effectiveness and School Improvement
Volume
32
Issue
1
Pages
47-63
Date
2021-01-02
Journal Abbr
School Effectiveness and School Improvement
Language
en
ISSN
0924-3453, 1744-5124
Short Title
Identifying the characteristics of effective teacher professional development
Accessed
21/07/2021, 12:52
Library Catalog
DOI.org (Crossref)
Citation
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841