Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes.
By C. Dunst, M. Bruder, Deborah W. Hamby. 2015
118 citations recorded by the source corpus.
Findings from a metasynthesis of 15 research reviews of in service professional development to improve or change teacher content knowledge and practice and student/child knowledge and behavior are described. The research reviews included 550 studies of more than 50,000 early intervention, preschool, elementary, and secondary education teachers, educators, and practitioners. The goal of metasynthesis is to identify the common and core features of in service professional development associated with changes and improvements in educator and student outcomes. In-service professional development experts’ contentions about the key characteristics and core features of effective in-service training were used to code and analyze the research reviews. Results showed that in-service professional development was most effective when it included trainer introduction, demonstration, and explanation of the benefits of mastering content knowledge or practice, active and authentic teacher learning experiences, opportunities for teachers to reflect on their learning experiences, coach or mentor supports and feedback during the in-service training, extended follow-up supports to reinforce in-service learning, and in-service training and follow-up supports of sufficient duration and intensity to have discernible teacher and student effects. Implications for improving in-service professional development are described. Key words: Metasynthesis, case studies, in-service professional development core features, teacher change, student change.
Subfields: Education, General Agricultural and Biological Sciences, Safety Research
View Paper: https://www.semanticscholar.org/paper/b4dba8f8210fbf8213d2e52c01a55b880d380a33
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In General Agricultural and Biological Sciences
In Safety Research
Citations in the corpus
- Identifying the characteristics of effective teacher professional development: a critical review (2020, methodology): “Fourth, PD is claimed to be more effective when it involves training in subject knowledge (Blank & Alas, 2009; Cordingley et al., 2015; Desimone, 2009; Dunst et al., 2015; Wei et al., 2009).”