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

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dc.contributor.authorPopova, Anna
dc.contributor.authorEvans, David K.
dc.contributor.authorArancibia, Violeta
dc.contributor.authorBreeding, Mary E.
dc.date.accessioned2023-07-27T18:13:23Z
dc.date.available2023-07-27T18:13:23Z
dc.date.issued2021-06-04
dc.description.abstractMany teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. This paper proposes a set of indicators—the In-Service Teacher Training Survey Instrument—to standardize reporting on teacher PD programs. An application of the instrument to 33 rigorously evaluated PD programs shows that 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. This paper then uses the instrument to present novel data on a sample of 139 government-funded, at-scale professional development programs across 14 countries. The attributes of most at-scale teacher professional development programs differ sharply from those of programs that evidence suggests are effective, with fewer incentives to participate in PD, fewer opportunities to practice new skills, and less follow-up once teachers return to their classrooms.en
dc.identifier.doi10.1596/40097
dc.identifier.issn0257-3032 (print)
dc.identifier.issn1564-6971 (online)
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/40097
dc.language.isoen_US
dc.publisherPublished by Oxford University Press on behalf of the World Bank
dc.relation.ispartofseriesWorld Bank Research Observer
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/igo/
dc.subjectEDUCATION QUALITY
dc.subjectTEACHER TRAINING
dc.subjectPROFESSIONAL DEVELOPMENT
dc.subjectECONOMIC DEVELOPMENT
dc.titleTeacher Professional Development around the Worlden
dc.title.subtitleThe Gap between Evidence and Practiceen
dc.typeJournal Article
dspace.entity.typePublication
okr.associatedcontenthttps://academic.oup.com/wbro/article/37/1/107/6292021 Journal website (version of record)
okr.crossref.titleTeacher Professional Development around the World: The Gap between Evidence and Practice
okr.date.disclosure2023-07-27
okr.date.doiregistration2025-04-07T08:45:09.484253Z
okr.date.doiregistration2025-04-08T16:22:29.917074Z
okr.date.doiregistration2025-04-09T02:54:42.407507Z
okr.doctypePublications & Research::Journal Article
okr.identifier.doi10.1093/wbro/lkab006
okr.identifier.doihttp://dx.doi.org/10.1596/40097
okr.language.supporteden
okr.pagenumber107–136
okr.region.geographicalWorld
okr.topicEducation::Education Reform and Management
okr.topicEducation::Effective Schools and Teachers
okr.volume37 (1)
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relation.isJournalVolumeOfPublication4817db17-a0dc-4789-ae1c-20412ce08ae7
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