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ERIC Number: EJ1470831
Record Type: Journal
Publication Date: 2025-Apr
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
Available Date: 0000-00-00
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Sam Sims1; Harry Fletcher-Wood2; Alison O'Mara-Eves1; Sarah Cottingham3; Claire Stansfield1; Josh Goodrich4; Jo Van Herwegen1; Jake Anders1
Review of Educational Research, v95 n2 p213-254 2025
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based on combinations of causally active components targeted at developing teachers' insights, motivating change, developing teaching techniques, and then embedding these changes in teachers' practice. We test two important implications of the theory using data identified through a systematic review and meta-analysis of 104 randomized controlled trials, finding qualified empirical support for the theory. The main contribution of the article is to provide a testable theory of what makes PD more effective, which can be used to guide future empirical research on this topic.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University College London; 2Independent Researcher; 3Ambition Institute; 4Steplab