Learning outcomes of teacher professional development activities: a meta-study

doi:10.1080/00131911.2017.1281226

Paper

Learning outcomes of teacher professional development activities: a meta-study

Published Feb 3, 2017 · M. Thurlings, P. D. den Brok

Educational Review

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Abstract

Abstract Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a meta-study approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.

Study Snapshot

Key takeawayPeer teacher professional development activities can enhance teacher knowledge, skills, and student learning, but more rigorous studies are needed to advance the field.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

Learning outcomes of teacher professional development activities: a meta-study

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