ABSTRACT

Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.

抽象的

几项有影响力的评论和两项元评论一致认为，教师专业发展（PD）在持续，协作，针对特定主题，吸收外部专业知识，获得老师支持并以实践为基础时更为有效。这种共识观点现已纳入一些国家的政府政策和官方指南中。本文重新评估了支持共识的证据，认为它所基于的评论存在重要的方法论缺陷，因为它们采用了不适当的纳入标准并且依赖无效的推理方法。因此，共识观点可能不准确。