Teacher professional development is influenced by individual and organizational factors, with teacher cooperation, a positive school culture, and external resource cooperation being key.

Teachers’ professional development: a theoretical review

Professional development programs' effectiveness depends on their underlying theories of action, not just design features or main ideas, and the pedagogies used to facilitate enactment within teachers' ongoing systems of practice.

How Does Professional Development Improve Teaching?

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

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

Teacher professional development research and development show promising effects, but sustainability remains a challenge.

Teacher professional development in Teaching and Teacher Education over ten years

Professional development for teacher educators involves transitioning into the profession, learning about teaching, and conducting research to shape scholarship in teacher education.

Professionally Developing as a Teacher Educator

Quality Teaching Rounds, a pedagogy-based, collaborative professional development approach, significantly improved teaching quality and teacher morale, with effects sustained six months later.

Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

The consensus view that teacher professional development is more effective when sustained, collaborative, subject specific, draws on external expertise, has teacher buy-in, and is practice based is likely inaccurate due to methodological weaknesses in the reviews supporting it.

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

The dominant training-and-coaching model is insufficient for teachers' professional development in educational reform, and subject matter collaboratives and other emerging alternatives offer six principles for assessing professional development policies and practices.

Teachers’ Professional Development in a Climate of Educational Reform

Effective professional development programs positively impact teacher learning, and this paper explores new research directions and strategies for extending our knowledge on this important topic.

Professional Development and Teacher Learning: Mapping the Terrain

Professional development positively impacts teachers' classroom practices, fostering students' academic language proficiency across the curriculum.

Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices

Effective teachers' professional development should focus on assessment, research scale, duration, comprehensiveness, dissemination, context, support, control, and collaboration to improve student outcomes.

A new framework for teachers’ professional development

To understand teacher professional learning, scholars must focus on the reciprocal influences of teacher, school, and learning activity elements, rather than focusing solely on process-product logic.

Conceptualizing Teacher Professional Learning

Professional development focused on specific instructional practices increases teachers' use of those practices in the classroom, with active learning opportunities enhancing the impact of professional development.

Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

Professional development is an ongoing learning process in which teachers engage voluntarily to adjust their teaching to student learning needs, yielding best results when sustained over time in communities of practice and focused on job-embedded responsibilities.

Professional Development for Language Teachers

Professional practice schools can enhance teacher development and school improvement, but must avoid reinforcing the status quo and promoting professional growth.

Teacher Development in Professional Practice Schools

Expanded leadership roles for experienced teachers can enhance their subject expertise and leadership capacity, supporting educational reform implementation.

Teacher professional leadership in support of teacher professional development

School and district science leaders play a crucial role in planning, implementing, and supporting teacher change in professional development models, improving student achievement in science education.

Professional Development and Teacher Change: The Missing Leadership Link

Teacher networks focused on reflection, content focus, enthusiasm, community building, and new material/method application are most effective in professional development and job motivation for teachers.

Effective Teacher Professionalization in Networks

This paper presents a framework for linking professional development to student and teacher learning, using content standards and student performance to guide development decisions in standards-based reform.

Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.

Professional development experiences can lead to enduring changes in teachers' attitudes and perceptions, with research evidence supporting this model and facilitating change in educational settings.

Professional Development and Teacher Change

These studies suggest that teacher professional development is influenced by individual and organizational factors, the effectiveness of programs depends on their underlying theories and pedagogies, and peer activities and collaborative approaches can enhance teaching quality and student learning, though sustainability and methodological rigor remain challenges.