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

Sims, S; Fletcher-Wood, H; (2021) Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement , 32 (1) pp. 47-63. 10.1080/09243453.2020.1772841. Green open access

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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.

Type: Article
Title: Identifying the characteristics of effective teacher professional development: a critical review
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09243453.2020.1772841
Publisher version: https://doi.org/10.1080/09243453.2020.1772841
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Professional development, teacher education, reviews
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
URI: https://discovery.ucl.ac.uk/id/eprint/10101575
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