Teacher Professional Development around the World : The Gap between Evidence and Practice

Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those charact...

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Main Authors:	Popova, Anna, Evans, David K., Breeding, Mary E., Arancibia, Violeta
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2018
Subjects:	TEACHER TRAINING TEACHER EFFECTIVENESS TEACHER PROFESSIONAL DEVELOPMENT EDUCATION QUALITY ECONOMIC DEVELOPMENT STUDENT LEARNING
Online Access:	http://documents.worldbank.org/curated/en/349051535637296801/Teacher-Professional-Development-around-the-World-The-Gap-between-Evidence-and-Practice http://hdl.handle.net/10986/30324

id	okr-10986-30324
recordtype	oai_dc
spelling	okr-10986-303242022-09-20T00:15:20Z Teacher Professional Development around the World : The Gap between Evidence and Practice Popova, Anna Evans, David K. Breeding, Mary E. Arancibia, Violeta TEACHER TRAINING TEACHER EFFECTIVENESS TEACHER PROFESSIONAL DEVELOPMENT EDUCATION QUALITY ECONOMIC DEVELOPMENT STUDENT LEARNING Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those characteristics. The authors propose a standard set of 70 indicators—the In-Service Teacher Training Survey Instrument—for reporting on professional development programs as a prerequisite for understanding the characteristics of those programs that improve student learning. The authors apply the instrument to rigorously evaluated professional development programs in low- and middle-income countries. Across 33 programs, those programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. The authors then apply the instruments to a sample of 139 government-funded, at-scale professional development programs across 14 countries. This analysis uncovers a sharp gap between the characteristics of teacher professional development programs that evidence suggests are effective and the global realities of most teacher professional development programs. 2018-09-04T17:33:47Z 2018-09-04T17:33:47Z 2018-08 Working Paper http://documents.worldbank.org/curated/en/349051535637296801/Teacher-Professional-Development-around-the-World-The-Gap-between-Evidence-and-Practice http://hdl.handle.net/10986/30324 English Policy Research Working Paper;No. 8572 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Caribbean Eastern Europe North Africa Sub-Saharan Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	TEACHER TRAINING TEACHER EFFECTIVENESS TEACHER PROFESSIONAL DEVELOPMENT EDUCATION QUALITY ECONOMIC DEVELOPMENT STUDENT LEARNING
spellingShingle	TEACHER TRAINING TEACHER EFFECTIVENESS TEACHER PROFESSIONAL DEVELOPMENT EDUCATION QUALITY ECONOMIC DEVELOPMENT STUDENT LEARNING Popova, Anna Evans, David K. Breeding, Mary E. Arancibia, Violeta Teacher Professional Development around the World : The Gap between Evidence and Practice
geographic_facet	Africa Caribbean Eastern Europe North Africa Sub-Saharan Africa
relation	Policy Research Working Paper;No. 8572
description	Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those characteristics. The authors propose a standard set of 70 indicators—the In-Service Teacher Training Survey Instrument—for reporting on professional development programs as a prerequisite for understanding the characteristics of those programs that improve student learning. The authors apply the instrument to rigorously evaluated professional development programs in low- and middle-income countries. Across 33 programs, those programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. The authors then apply the instruments to a sample of 139 government-funded, at-scale professional development programs across 14 countries. This analysis uncovers a sharp gap between the characteristics of teacher professional development programs that evidence suggests are effective and the global realities of most teacher professional development programs.
format	Working Paper
author	Popova, Anna Evans, David K. Breeding, Mary E. Arancibia, Violeta
author_facet	Popova, Anna Evans, David K. Breeding, Mary E. Arancibia, Violeta
author_sort	Popova, Anna
title	Teacher Professional Development around the World : The Gap between Evidence and Practice
title_short	Teacher Professional Development around the World : The Gap between Evidence and Practice
title_full	Teacher Professional Development around the World : The Gap between Evidence and Practice
title_fullStr	Teacher Professional Development around the World : The Gap between Evidence and Practice
title_full_unstemmed	Teacher Professional Development around the World : The Gap between Evidence and Practice
title_sort	teacher professional development around the world : the gap between evidence and practice
publisher	World Bank, Washington, DC
publishDate	2018
url	http://documents.worldbank.org/curated/en/349051535637296801/Teacher-Professional-Development-around-the-World-The-Gap-between-Evidence-and-Practice http://hdl.handle.net/10986/30324
_version_	1764471700332740608

Teacher Professional Development around the World : The Gap between Evidence and Practice

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