Abstract This study presents a review of research on teachers’ professional development (PD) as a policy instrument. The analysis and synthesis of 78 studies showed three main theoretical perspectives in previous research: theory on governance, accountability/professionalism, and organization/leadership. The studies supported conclusions drawn in earlier reviews that PD has a greater effect on teachers’ learning when it includes a focus on administrators’ learning, is coherent with other policy measures, builds on information from practice, and handles accountability measures with caution. Findings beyond the scope of earlier reviews were that states have increased their PD efforts, even when PD is formally the responsibility of local actors, and that the increase has been achieved by state grants or by linking PD to standards and evaluations. Suggestions for future research include investigations into the consequences of state PD interventions in local contexts and into how PD can contribute to and build upon teacher professionalism.

中文翻译：

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作为政策工具的教师专业发展研究综述

摘要 本研究回顾了作为政策工具的教师专业发展（PD）的研究。对 78 项研究的分析和综合显示了以往研究中的三个主要理论视角：治理理论、问责/专业主义和组织/领导。这些研究支持了早期评论中得出的结论，即当 PD 关注管理人员的学习、与其他政策措施保持一致、以实践信息为基础并谨慎处理问责措施时，对教师的学习有更大的影响。超出早期审查范围的发现是，即使 PD 正式由当地参与者负责，各州也增加了 PD 的努力，而且增加是通过州拨款或通过将 PD 与标准和评估联系起来实现的。