G2TT
来源类型Publication
Unpacking Teacher Professional Development
Prashant Loyalka; Anna Popova; Guirong Li; Chengfang Liu; Henry Shi
发表日期2017
出版年2017
语种英语
摘要

Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present the results of a large-scale, randomized evaluation of a high-profile PD program in China, in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of their command of the PD content; or no PD. Precise estimates indicate that PD and associated interventions failed to improve teacher and student outcomes. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful.

主题Teaching and Leadership Effectiveness
子主题Educator Preparation and Development
URLhttps://cepa.stanford.edu/content/unpacking-teacher-professional-development
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491798
推荐引用方式
GB/T 7714
Prashant Loyalka,Anna Popova,Guirong Li,et al. Unpacking Teacher Professional Development. 2017.
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