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

Popova, Anna ; Evans, David K. ; Breeding, Mary E. ; Arancibia, Violeta

World Bank, Washington, DC

关键词: TEACHER TRAINING;    TEACHER EFFECTIVENESS;    TEACHER PROFESSIONAL DEVELOPMENT;    EDUCATION QUALITY;    ECONOMIC DEVELOPMENT;   

DOI  :  10.1596/1813-9450-8572
RP-ID  :  WPS8572

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

Teachers, like all professionals,require ongoing professional development opportunities toimprove their skills. This paper provides evidence oneffective professional development characteristics and howat-scale programs incorporate those characteristics. Theauthors propose a standard set of 70 indicators—theIn-Service Teacher Training Survey Instrument—for reportingon professional development programs as a prerequisite forunderstanding the characteristics of those programs thatimprove student learning. The authors apply the instrumentto rigorously evaluated professional development programs inlow- and middle-income countries. Across 33 programs, thoseprograms that link participation to career incentives, havea specific subject focus, incorporate lesson enactment inthe training, and include initial face-to-face training tendto show higher student learning gains. In qualitativeinterviews, program implementers also report follow-upvisits as among the most effective characteristics of theirprofessional development programs. The authors then applythe instruments to a sample of 139 government-funded,at-scale professional development programs across 14countries. This analysis uncovers a sharp gap between thecharacteristics of teacher professional development programsthat evidence suggests are effective and the globalrealities of most teacher professional development programs.