Work

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

Year: 2017

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experience. These effects were sustained six months later. Qualitative data are used to illustrate mechanisms underpinning the success of the intervention. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2017.08.007

Authors: Jennifer Gore, Adam Lloyd, Maxwell Smith, Julie Bowe, Hywel Ellis, David Lubans

Institution: University of Newcastle Australia

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380