This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student scores on financial literacy–a multidimensional key competence recently integrated into the curriculum. We demonstrate that the learning path improves student learning outcomes and that enhanced teacher involvement in this programme does not increase learning outcomes unless the teachers participate in the OTPD initiative. Teacher engagement in the webinar series generated student learning outcomes 0.39 standard deviations higher than those of students whose teachers did not receive this intervention, thus, confirming the effectiveness of the OTPD initiative. This effect was found immediately after programme implementation, and it persisted until at least 6 weeks later. As an underlying mechanism, we observe that engagement in the webinar series enhances teachers' self‐efficacy. Classroom observations suggest that engagement increases the frequency of providing students with content‐related help.

中文翻译：

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教师参与互动网络研讨会系列对金融素养教育有效性的影响

这项研究以互动网络研讨会系列的形式检查在线教师专业发展（OTPD）是否鼓励合作学习，并提高学生的学习成绩。我们在比利时法兰德斯对1102名学生，45名教师和30所中学进行了一项随机对照试验。作为研究的基础，我们开发了一条旨在提高学生在金融知识上的分数的数字学习路径，这是一种最近整合到课程中的多维关键能力。我们证明，学习路径可以改善学生的学习成果，并且除非教师参与OTPD计划，否则增加教师对本计划的参与不会增加学习成果。教师参与网络研讨会系列产生的学生学习成果为0。比没有接受这种干预的学生的标准差高39个标准差，因此证实了OTPD计划的有效性。在计划实施后立即发现了这种影响，这种影响一直持续到至少6周后。作为一种潜在的机制，我们观察到参加网络研讨会系列可以提高教师的自我效能。课堂观察表明，参与可以增加为学生提供与内容相关的帮助的频率。