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Cited by 342Teacher Education and Leadership StudiesEvaluation of Teaching PracticesEducation and Teacher Training

Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

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Gore, Jennifer, Lloyd, Adam, Smith, Maxwell, Bowe, Julie, Ellis, Hywel, Lubans, David·2017·Teaching and Teacher Education
DOI 10.1016/j.tate.2017.08.007
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Abstract

Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experience. These effects were sustained six months later. Qualitative data are used to illustrate mechanisms underpinning the success of the intervention. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

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  • The PD programme is essential for teachers to develop knowledge and skills that differ significantly from those in more traditional classrooms, and helps teachers develop a dialogic reading stance.

    “The PD programme is essential for teachers to develop knowledge and skills that differ significantly from those in more traditional classrooms (Gore et al. 2017), and helps teachers develop a dialogic reading stance (Barak and Lefstein 2022).”

    From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Gore et al. 2017

    Only the first clause is attributed to Gore et al.; the dialogic-reading claim cites Barak and Lefstein. Gore et al. report improved teaching quality after Quality Teaching Rounds (§3.1.1) and describe a framework that structures teachers’ knowledge of teaching (§3.4.1). They do not establish that the PD programme is essential or that the knowledge and skills teachers develop differ significantly from those used in traditional classrooms. (LLM, conf=0.86)

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Cited by

Sorted by citations

Authors
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D.
Affiliations
University of Newcastle Australia (AU)
Corresponding author
Gore, Jennifer
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2017-11
Volume
68
Pages
99-113
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2017.08.007
OpenAlex
W2750813743
Cited by
342
References
3
Citations by year
2026: 34 · 2025: 37 · 2024: 47 · 2023: 41 · 2022: 42 · 2021: 68 · 2020: 39 · 2019: 27 · 2018: 6 · 2017: 1
FWCI
71.09
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching and Teacher Education (publishedVersion, cc-by-nc-nd)
  • Figshare (submittedVersion, cc-by-nc-nd)
  • NOVA (University of Newcastle Australia) (submittedVersion, other-oa)
  • NOVA (University of Newcastle Australia) (submittedVersion, cc-by-nc-nd)
Funders
NSW Department of Education
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Education and Teacher Training
Keywords
teacher professional development, teaching quality, collaborative professional development, teacher morale, intervention sustainability, school type, rural and urban schools

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