The DOI matches its Crossref record; 69 of the 69 references it cites were found in a registry or an index; 8 of the 45 sources its claims cite were checked for support.
Identifying the characteristics of effective teacher professional development: a critical review
Open accessAbstract
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.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This critical review argues that the influential consensus on effective teacher professional development—sustained, collaborative, subject-specific, externally led, buy-in, practice-based—is not warranted by the reviews underpinning it. The authors contend that those reviews use inappropriate inclusion criteria and an invalid inference method, and propose combining causal evidence with evidence of mechanism to identify genuinely active PD characteristics.
Key findings
- The consensus view claims PD is more effective when it is sustained, collaborative, subject-specific, draws on external expertise, has teacher buy-in, and is practice-based; this view has influenced policy in the UK, EU, and US.
- The authors identify methodological weaknesses in the underpinning reviews: Timperley et al. (2007), the highest-rated review in Cordingley et al. (2015), included studies that mostly could not establish baseline equivalence; by What Works Clearinghouse standards, nine of the ten studies mentioned would be graded “Does Not Meet Evidence Screens,” and the randomised study would likely be disqualified due to high attrition.
- The inference method is flawed because recurring features in effective interventions may be causally redundant; for example, collaboration may occur because it is cheaper, and buy-in may result from noticing impact rather than cause it.
- The claim that PD should be sustained may require revision: moderator analyses from two meta-analyses found that among interventions including repeated practice of specific skills, overall programme duration showed no relationship with impact on pupil attainment (Basma & Savage, 2017; Kraft et al., 2018).
- Instructional coaching is used as an illustrative case: a meta-analysis identified 44 evaluations with an average impact on pupil learning of 0.15 standard deviations (Kraft et al., 2018), and the authors argue repeated practice in the target environment is a plausible mechanism.
Methods
- Methodological review using ancestry searching: traced backwards from policy documents to meta-reviews, reviews, and original studies cited in support of the consensus, supplemented by searches using terms such as “teacher,” “professional development,” “characteristics of,” and “features of.”
- The review focused exclusively on studies using pupil achievement as an outcome measure, justified by Guskey’s argument that PD research must focus on improvements in student learning outcomes.
- Analysis critically examined inclusion criteria and inference methods in the consensus literature, then proposed an alternative approach combining evidence of correlation with evidence of mechanism, illustrated with instructional coaching.
Limitations
- The paper states it focused solely on studies using student attainment as the criterion for effective PD, so an approach using intermediate, non-attainment outcomes could have reached different conclusions.
- It states most discussed studies focus on English and maths attainment, reflecting the literature, and broader evidence in humanities and creative subjects might allow more nuanced conclusions.
- It states the discussion focused exclusively on the evidence base underpinning the consensus view, so readers seeking a representative picture should consult other studies; the instructional coaching example is illustrative, not definitive.
- Evident from the text: as a methodological review, it did not require exhaustive searches, so it does not claim to be a comprehensive aggregative review.
Model-written summary. Check it against the paper before relying on it.
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Verification
Claims the paper makes
31 Own interpretation · 11 No basis given · 10 No full text of the sources · 7 Sources not found · 6 Not checked yet · 5 Partly supported · 3 Own method · 2 Supported · 1 Own result · accuracy not yet measured
Every source the paper cites for this claim was checked and supports it.
In the paper
“Evidence of (causal) correlation between a PD intervention and pupil outcomes provides evidence that an intervention as a whole is effective.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.1 Philosophical basis
What the sources say
- Supportedcites Clarke et al., 2014 source
Section 2.6.4 says evidence of correlation helps assess the net effect of a complex mechanism, supporting the claim that outcome evidence bears on an intervention’s overall effectiveness. The paper makes this as a general methodological point, not as a finding about professional development or pupil outcomes; it also says evidence of mechanisms helps establish whether the relationship is genuinely causal. (LLM, conf=0.86)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Neuroscientists have also shown how behaviours which are repeated many times become governed by different regions of the brain, making them more resistant to change (Seger & Spiering, 2011).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
What the sources say
- Partly supportedcites Seger & Spiering, 2011 sourceExperimental — accuracy not yet measured
The review links continued practice to changes in basal-ganglia activity (Slow or incremental) and associates habitual action with different neural circuits and reduced flexibility (Conclusion; Inflexible). But the Conclusion presents a transfer of behavioral control across brain systems as one proposed account, not a demonstrated outcome for behaviours generally. The claim overstates how firmly the review establishes that repetition causes such a shift. (LLM, conf=0.82)
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Russo and Williamson (2007) and Clarke et al. (2014) have revived the arguments of Bradford Hill (1965) and Mackie (1974) to show how this can be done.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.1 Philosophical basis
What the sources say
- Not checked — no full text of the sourcecites Russo and Williamson (2007) source
- Partly supportedcites Clarke et al. (2014) sourceExperimental — accuracy not yet measured
Section 2.2 says that establishing a causal claim in medicine normally requires evidence of correlation and of an underlying mechanism. The discussion of medical methodology connects Bradford Hill’s criteria to that balance. Our copy does not show Clarke et al. drawing on Mackie (1974) or explaining how to identify causally non-redundant characteristics; §2.2 also distinguishes evidence of two sorts of things from two different kinds of evidence. (LLM, conf=0.84)
- Not checked — no full text of the sourcecites Bradford Hill (1965) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“By What Works Clearinghouse (WWC) standards, nine of the ten studies mentioned above would be graded 'Does Not Meet Evidence Screens' because they do not establish baseline equivalence of treatment and control groups.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
What the sources say
- Not matchedcites Timperley et al., 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“We do not claim here that collaboration or buy-in are undesirable features of PD; only that -contra to the consensus viewcompelling evidence of their contribution is currently lacking.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.2 Validity of inference methods
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“All four of the consensus-view, cross-subject reviews that conducted step 4 of the review process (Desimone 2009;Timperley et al., 2007;Walter & Briggs, 2012;Wei et al., 2009) used a thematic approach to identify the characteristics of effective PD, seeking to identify features that recurred among interventions that were found to be effective.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.2 Validity of inference methods
What the sources say
- Not checked — no full text of the sourcecites Desimone 2009 source
- Not matchedcites Timperley et al., 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Walter & Briggs, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“An important limitation of the existing evidence is that many of the studies focus on literacy outcomes and are targeted at younger pupils.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Relatedly, most of the studies we have discussed focus on English and maths attainment.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.1 Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“The selection criteria employed by a literature review affect its conclusions (McDonagh et al., 2013) for at least two reasons.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
What the sources say
- Not matchedcites McDonagh et al., 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“This consensus view has now been incorporated in government policy and official guidance in several countries.”
- Also stated in: § 2. Background and motivation · plain
“Indeed, the consensus view has become embedded in official guidance in the UK (DfE, 2016), the EU (Caena, 2011) and the US (see Desimone, 2009).”
§ Identifying the characteristics of effective teacher professional development: a critical review > Abstract
What the sources say
- Not matchedcites DfE, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Caena, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Desimone, 2009 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 2. Background and motivation · plain
- Probably not a substantial claim. 14
- It may state two separate claims as one. 16
- The quote only partly states this claim. 2
Every source the paper cites for this claim was checked and supports it.
In the paper
“Clarke et al. (2014, p. 19) argue that these two types of evidence”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.1 Philosophical basis
What the sources say
- Supportedcites Clarke et al. (2014) source
Section 2.6.4 says evidence of mechanisms and evidence of correlation “do not act independently” but “integrate in a special way.” It explains how each addresses limitations of the other and concludes that together they are much stronger than either alone, supporting the paraphrase. (LLM, conf=0.93)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The empirical evidence for instructional coaching also includes replicated randomised controlled trials (Allen et al., 2011;Allen et al., 2015) and evidence from AB testing (Albornoz et al., 2017).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
What the sources say
- Supportedcites Allen et al., 2011 source
The paper describes its evaluation of the coaching-based My Teaching Partner–Secondary program as a randomized controlled trial (passages 1 and 3). Allen et al. (2011) therefore supports the randomized-trial part of the citing sentence. The separate citation to Albornoz et al. is attached to the AB-testing claim. (LLM, conf=0.89)
- Supportedcites Allen et al., 2015 source
The paper describes its study as a randomized controlled trial serving a replication function (introduction; page unavailable). Its Methods section says teachers were randomly assigned to MTP-S coaching or a control group. The separate AB-testing claim is attributed to Albornoz et al. (2017), not to this paper. (LLM, conf=0.93)
- Not matchedcites Albornoz et al., 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“teachers enrolled in the My Teaching Partner programme submit fortnightly videos of themselves practising specific skills in their own lessons, which they then review along with their coach (Allen et al., 2011).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
What the sources say
- Partly supportedcites Allen et al., 2011 sourceExperimental — accuracy not yet measured
The intervention description (section labeled Abstract; page unavailable) says teachers submitted videos of their lessons, reviewed selected clips, and discussed them with a consultant in a cycle repeated about twice a month. It does not say they filmed themselves deliberately practising specific skills; consultants selected clips illustrating interactions or areas for growth. (LLM, conf=0.84)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Coaching incorporates characteristics which are known to promote habit change.”
- Also stated in: § 5.2 Illustrative example: Instructional coaching · plain
“Most notably, coaching programmes require teachers to repeatedly practice new skills in their own classrooms.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
What the sources say
- Partly supportedcites Allen et al., 2011 sourceExperimental — accuracy not yet measured
The intervention description (section labeled Abstract; no page supplied) says teachers repeatedly recorded classroom lessons, reviewed their interactions with a coach, and discussed ways to improve them. The paper also reports enduring changes in teaching. It does not establish that these coaching features are known to promote habit change or explicitly require repeated practice of new skills. (LLM, conf=0.82)
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 5.2 Illustrative example: Instructional coaching · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
- Also stated in: § 4.1 Appropriateness of inclusion criteria · plain
“Thus, the most highly-rated review in Cordingley et al. (2015) uses weak inclusion criteria which admit studies employing designs unable to establish whether the PD interventions were effective or not.”
- Also stated in: § 4.2 Validity of inference methods · plain
“The overall inference method described in the preceding paragraph is logically flawed.”
§ Identifying the characteristics of effective teacher professional development: a critical review > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 4.1 Appropriateness of inclusion criteria · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our literature review revealed that the review articles underpinning the consensus view follow a set of common steps:”
- Also stated in: § 4. Results · plain
“(4) They have looked for characteristics of PD which are (in some way) related to the effectiveness of the evaluated PD interventions.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4. Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Also stated in: § 4. Results · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In summary, many of the reviews which espoused the consensus view did not employ appropriate inclusion criteria; while those that did employ appropriate inclusion criteria tended not to endorse the consensus view.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Thus, the most highly-rated review in Cordingley et al. (2015) uses weak inclusion criteria which admit studies employing designs unable to establish whether the PD interventions were effective or not.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
What the sources say
- Not checked — no full text of the sourcecites Cordingley et al., 2015
- Not matchedcites Timperley et al., 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
In the paper
“The randomised study may qualify for WWC 'Meets Evidence Standards Without Reservation' but the high rate of attrition (missing follow up data) means it would likely be disqualified altogether, because where attrition is correlated with treatment assignment, this undermines the baseline equivalence originally established by the randomisation (Shadish, Cook & Campbell, 2002).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
What the sources say
- Not matchedcites Shadish, Cook & Campbell, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“there are a lack of studies in similar public service settings, such as among doctors or police.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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 rigorouslyevaluated PD interventions.”
§ Identifying the characteristics of effective teacher professional development: a critical review > Abstract
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: Evidence of mechanism from basic research on human motivation or learning holds across diverse contexts.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
- Also stated in: § 1. Introduction · hedged
“More recently, however, several reviews have converged on the position that PD is more likely to improve pupil attainment if it is sustained, collaborative, has teacher buyin, is subject-specific, draws on external expertise and is practice-based (Desimone, 2009;Timperley, Wilson, Barrar, & Fung, 2007;Walter, 2012;Wei et al., 2009).”
- Also stated in: § 2. Background and motivation · plain
“Several different literature reviews concur that PD is more effective if it incorporates six characteristics, which they conceptualise as necessary or sufficient conditions (e.g.Cordingley et al., 2015), critical features (e.g.Desimone, 2009), or simply as being important (e.g.Timperley et al., 2007).”
§ Identifying the characteristics of effective teacher professional development: a critical review > Abstract
What the sources say
- Not checked — no full text of the sourcecites Desimone, 2009 source
- Not matchedcites Timperley et al., 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Cordingley et al., 2015
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Also stated in: § 1. Introduction · hedged
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Since these characteristics will always come as part of a package, a different research approach may be needed.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.1 Philosophical basis
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: Characteristics of effective professional development always come bundled together in interventions, so individual characteristics cannot be isolated by simple correlation.
In the paper
“Such designs are able to account for differences between the treatment and control groups that are not recorded in the data, which enables them to credibly identify the causal impact of the coaching programmes on pupil learning (Rosenbaum, 2017).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
What the sources say
- Not checked — no full text of the sourcecites Rosenbaum, 2017 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conversely, evidence of mechanism can help identify nonredundant components of a cause, but cannot determine whether a component will have a causal effect when implemented as part of an intervention.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.1 Philosophical basis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The findings of the review will therefore be compromised if the studies included are incomplete or the methods employed in the studies are inappropriate for answering the questions.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“our research highlights the dangers involved in meta-reviews (or reviews of reviews) which are often employed to summarise the evidence from a field in a short space of time, in order to inform policy (Thomas, Newman, & Oliver, 2013).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
What the sources say
- Not checked — no full text of the sourcecites Thomas, Newman, & Oliver, 2013 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a sustained PD programme might provide fortnightly sessions for two years, but if each part of the curriculum is covered only once, then the intervention does not incorporate repeated practice and is less likely to change teachers' practise.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Again, existing research does not warrant these claims: there is currently an absence of evidence.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Several reviews and two meta-reviews have established a consensus around the characteristics of effective PD.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“we cannot rule out that an alternative approach that used intermediate, non-attainment outcomes could have come to differing conclusions.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.1 Limitations
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In the US, the Every Student Succeeds Act currently requires PD to be both sustained and collaborative in order to qualify for federal funding.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.2 Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In England, the Standards for Teachers' Professional Development also recommend that PD should be collaborative.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.2 Implications
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“One such limitation is that this paper has focused solely on studies using student attainment as a criterion for effective PD.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.1 Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: Student attainment is an appropriate criterion for judging the effectiveness of teacher professional development.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“a broader evidence base on effective PD in the humanities and creative subjects might allow a more nuanced set of conclusions to be reached.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6.1 Limitations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Even if they had identified effective interventions, collaboration may be causally redundant, rather than an active ingredient.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inappropriate inclusion criteria mean these reviews likely do not identify effective PD interventions, let alone their common characteristics.”
§ Identifying the characteristics of effective teacher professional development: a critical review > 6. Discussion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper relies on this without support.
Characteristics of effective professional development always come bundled together in interventions, so individual characteristics cannot be isolated by simple correlation.
“Since these characteristics will always come as part of a package, a different research approach may be needed.”
The paper relies on this without support.
Evidence of mechanism from basic research on human motivation or learning holds across diverse contexts.
“In social science, evidence of mechanism might come from basic research describing fundamental characteristics of human motivation or learning, which hold across diverse contexts (see section 5.2 for an example).”
The paper relies on this without support.
Student attainment is an appropriate criterion for judging the effectiveness of teacher professional development.
“One such limitation is that this paper has focused solely on studies using student attainment as a criterion for effective PD.While we believe this to be justified, we cannot rule out that an alternative approach that used intermediate, non-attainment outcomes could have come to differing conclusions.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“However, rigorous evidence to support effective PD design and delivery remains scarce (Sims & Fletcher-Wood, 2021;Yoon et al., 2007).”
From Teacher Professional Development and Student Mathematics Achievement: A Meta-Analysis of the Effects and Moderators (2025) · cites this paper as Sims & Fletcher-Wood, 2021
The cited source says what the claim attributes to it.
In the citing paper
“PD can play a key role in improving teacher quality and effective delivery of instruction (Darling-Hammond et al., 2017;Koellner et al., 2024;Sims & Fletcher-Wood, 2021)”
From Teacher Professional Development and Student Mathematics Achievement: A Meta-Analysis of the Effects and Moderators (2025) · cites this paper as Sims & Fletcher-Wood, 2021
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Identifying the characteristics of effective teacher professional development: a critical review > 5.2 Illustrative example: Instructional coaching
“(Sims, Hobbiss, & Allen, In Press)”
§ Identifying the characteristics of effective teacher professional development: a critical review > References
“Sims, S., Hobbiss, M., & Allen, B. (Under Review). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Identifying the characteristics of effective teacher professional development: a critical review > 2. Background and motivation
“(e.g.Greenleaf et al., 2010;Penuel, Gallagher, & Moorthy, 2011)”
§ Identifying the characteristics of effective teacher professional development: a critical review > References
“Greenleaf, C. L., Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of Reading Apprenticeship professional development.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
“Table 10.2 in Timperley et al. (2007) lists eleven studies relevant to the characteristics of effective PD in secondary schools that were rated highly enough to be included (there is no equivalent section for primary schools).”
§ Identifying the characteristics of effective teacher professional development: a critical review > 4.1 Appropriateness of inclusion criteria
“• Bishop, Berryman, Powell and Teddy (2005), Confrey, Castro-Filho andWilhelm (2000) andD'Oria (2004) employed no control variables at all, relying instead on unadjusted comparisons of outcomes.”
Citations
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Effective Teacher Professional Development
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017) · Learning Policy Institute · doi:10.54300/122.311 · Cited by 4,264
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Guskey, T. R. (2002) · Teachers and Teaching · doi:10.1080/135406002100000512 · Cited by 3,403
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Cited by
Sorted by citations
Items 101–200 of 345
Wen, G., & Xie, Q. (2024) · Psychology in the Schools · doi:10.1002/pits.23143 · Cited by 5
Stichwort: Professionalisierung von Lehrkräften für die digitale Transformation
Richter, D., Lazarides, R., & Scheiter, K. (2024) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-024-01242-7 · Cited by 5
Fütterer, T., Wurst, C., & Goeze, A. (2025) · Education Sciences · doi:10.3390/educsci15020205 · Cited by 13
Teachers’ Professional Development, Technology Integration and Learners’ Engagement
Casilao, D. P., Satojito, J. P., & Martir, E. M. (2025) · International Journal of Science and Management Studies (IJSMS) · doi:10.51386/25815946/ijsms-v8i1p103 · Cited by 5
Un modelo de programas efectivos para el desarrollo profesional docente de profesores de Matemáticas
Ramos-Rodríguez, E. M., & Vásquez, C. (2020) · PNA · doi:10.30827/pna.v15i1.11559 · Cited by 5
School safety and violence: Drawing on a public health approach
Rajan, S. (2021) · International Journal of Applied Psychoanalytic Studies · doi:10.1002/aps.1726 · Cited by 5
Pečiuliauskienė, P., & Kaminskienè, L. (2022) · Education Sciences · doi:10.3390/educsci12070439 · Cited by 5
Teacher professional development for assessment for learning
Wolterinck-Broekhuis, C. H. D. (2022) · doi:10.3990/1.9789036554664 · Cited by 7
Saoke, V. O., Ndwiga, Z. N., Githaiga, P. W., Gitonga, C. M., Kaberia, I. K., Nzomo, C. M., Mulonzi, B. M., & Ngicho, D. O. (2025) · European Journal of Education · doi:10.1111/ejed.70021 · Cited by 4
Tsakeni, M., Mosia, M. S., Egara, F. O., & Nwafor, S. C. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1719693 · Cited by 6
Damiani, M. L., Unick, B. V., & Schultz, K.-J. (2024) · School-University Partnerships · doi:10.1108/sup-08-2023-0026 · Cited by 4
ECHOES FROM THE HEART: UNCOVERING THE UNTOLD STORIES OF QUINQUAGENARIAN PROGRAM HOLDERS
Banquerigo, E. G. A., & Quines, L. A. (2024) · European Journal of Education Studies · doi:10.46827/ejes.v11i8.5437 · Cited by 4
“Sims and Fletcher-Wood (2021) found that successful schools require collaborative efforts between teachers and administrators.”
BackgroundPreparing assessment literate teachers: A cross-national trend analysis
Pastore, S., Azzolini, D., Marzadro, S., & Ottaviani, F. (2025) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2025.101485 · Cited by 6
Development and validation of a survey on outcomes of professional learning
Nordengren, C. (2020) · Professional Development in Education · doi:10.1080/19415257.2020.1862276 · Cited by 4
The Role of Human Resource Management in Enhancing the Professionalism of Educators
Erwin, Mas’ud, A. A., Dj, A. A., et al. (2023) · MANDAR Management Development and Applied Research Journal · doi:10.31605/mandar.v6i1.3362 · Cited by 4
Çer, E. (2025) · STEM Education · doi:10.3934/steme.2025018 · Cited by 8
Validating Professional Learning Communities Practice Model in a Malaysian Context
Ismail, K., Ishak, R., & Kamaruddin, S. H. (2021) · European Journal of Educational Research · doi:10.12973/eu-jer.11.1.393 · Cited by 4
“The obvious similarity of the PLCs model is the need for school leaders in PLCs. School leaders have a critical role in fostering professional development and sustaining improvements in practice (Sims & Fletcher-Wood, 2021).”
BackgroundThe Impact and Implementation of the Chicago Collaborative Teacher Professional Development Program
Mihály, K., Opper, I., & Greer, L. (2022) · RAND Corporation eBooks · doi:10.7249/rra2047-1 · Cited by 4
Woodford, M., Clapham, A., & Serret, N. (2023) · Professional Development in Education · doi:10.1080/19415257.2023.2174164 · Cited by 4
Boulay, M.-F., Hamel, C., & Hamel, S. (2023) · International Review of Education · doi:10.1007/s11159-023-10001-5 · Cited by 4
“Finally, given the current theoretical and epistemological debate on what makes PD activities effective (Kennedy 2016; Sims and Fletcher-Wood 2021), it is essential to continue investigating the predictors or characteristics of effective PD activities to refine our understanding of the professional learning mechanisms…”
BackgroundRasool, K. N., & Naidoo, P. (2024) · South African Journal of Education · doi:10.15700/saje.v44n1a2302 · Cited by 6
Exploring Experiences of Science Education Teachers on Professional Development
Acharya, K. P., & Subedi, R. R. (2023) · Orchid Academia Siraha · doi:10.3126/oas.v2i1.65600 · Cited by 4
Richter, E., & Richter, D. (2023) · doi:10.31219/osf.io/qr4t5 · Cited by 4
Lin, Z. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102778 · Cited by 3
Zhao, A., Lurvink, A.-F., Klune, C., Hinks, J., Beoku-Betts, I., Choragudi, U., & Iyer, G. (2026) · British Journal of Educational Technology · doi:10.1111/bjet.70056 · Cited by 3
Hu, X., & Bi, H. (2025) · Journal of Research in Science Teaching · doi:10.1002/tea.22025 · Cited by 3
Connecting climate research and teaching in higher education with secondary education
Saddington, L., Reilly, G., & Huppatz, M. (2025) · Geography · doi:10.1080/00167487.2025.2450911 · Cited by 3
Wilkinson, C. (2022) · Educational Process International Journal · doi:10.22521/edupij.2022.113.1 · Cited by 3
Ma, Z., Agyeman, F. O., Sampene, A. K., et al. (2023) · SAGE Open · doi:10.1177/21582440231185116 · Cited by 3
Geletu, G. M., & Mekonnen, D. (2024) · Interchange · doi:10.1007/s10780-024-09514-1 · Cited by 3
“However, Sims and Fletcher-Wood (2020) criticize that the dependence of professional development programs on specific features characterizes interventions as effective or not is logically unsound since all core features contribute to the success of the program.”
Education Policies for Enhancing Professional Competence in Elementary School Teachers
Farleni, F., Shabatini, D. N., Syarifudin, E., et al. (2024) · Journal of Education Research and Evaluation · doi:10.23887/jere.v8i1.68733 · Cited by 3
“Professional development is a fundamental component in improving school quality (Sancar et al., 2021; Sims & Fletcher-Wood, 2021).”
BackgroundPagnotta, M., Jeune, N., Nicola, M. D., et al. (2022) · doi:10.35542/osf.io/brvkn · Cited by 3
Continuing Professional Development for Language Teachers
Borg, S. (2025) · Elsevier eBooks · doi:10.1016/b978-0-323-95504-1.00735-3 · Cited by 3
Kuo, L., & Tsai, P.-H. (2023) · E3S Web of Conferences · doi:10.1051/e3sconf/202346005028 · Cited by 2
The efficacy of short-term in-service teacher training in implementing a behavioural intervention
Karhu, A., & Närhi, V. M. (2024) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2024.2430202 · Cited by 3
Exploring Teachers' Awareness of Transformative Learning and Its Impact on Teaching Practices
Mulyadi, D., Amelia, D., Emilzoli, M., Nurrohman, M. N., & Firly, S. G. N. (2024) · Journal for Lesson and Learning Studies · doi:10.23887/jlls.v7i3.84149 · Cited by 1
Emden, M., Bewersdorff, A., & Baur, A. (2025) · Science Education · doi:10.1002/sce.21943 · Cited by 2
Collaboration Counts: Sustained Success in Professional Learning Communities
McKie, K. (2024) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-025-00367-z · Cited by 2
Amador, J. M., & Gillespie, R. (2025) · ZDM · doi:10.1007/s11858-025-01717-9 · Cited by 2
“Although there are many approaches to PD, the process is more effective when it is collaborative, focused on a particular subject, is designed based on external expertise, relates to teacher practice, and has teacher buy-in (Sims & Fletcher-Wood, 2020).”
Serry, T. A., Buckingham, J., Snow, P. C., Hammond, L. S., Simoncini, K., & Daniel, T. (2025) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2025.2553501 · Cited by 3
“In their recent critical review of what works well in educa-tionally focussed professional learning, Sims and Fletcher-Wood (2021) highlight the benefits of applying cognitive science principles about how people learn new information to the delivery of professional learning.”
Ex-Edchat: Historic retrospective of X/Twitter #Edchat
Willet, K. B. S., Carpenter, J. P., & Na, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105476 · Cited by 2
Spiele, S., Janssen, J. J. H. M., Schildkamp, K., & Poortman, C. L. (2025) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2025.101528 · Cited by 16
The influence of professional development on quality teaching in Ghanaian pre-tertiary schools
Salifu, I., Iddris, F., Owusu-Agyeman, Y., & Eshun, S. N. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.102196 · Cited by 5
Murphy-Graham, E. E., Lample, J., Kabay, S., & Nourani, V. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105329 · Cited by 3
Oakley, G., King, R. B., & Scarparolo, G. E. (2023) · Teacher Development · doi:10.1080/13664530.2023.2175718 · Cited by 2
Evans, L. (2023) · Springer eBooks · doi:10.1007/978-3-031-16193-3_18 · Cited by 2
The Teacher Image Interpretation in Student Teachers: A Linguistic Anthropology Approach
Zakirova, O. V., & Bakhmutsky, A. (2023) · Education Sciences · doi:10.3390/educsci13080834 · Cited by 2
“[21] indicate deep knowledge of the subject, the consideration of the individual needs and abilities of students, the effective use of various teaching methods and technologies, the creation of a stimulating learning atmosphere, readiness for continuous improvement, and compliance with ethical standards.”
BackgroundAndorno, C., Putta, P. A. D., Pugliese, R., Sordella, S., & Zanoni, G. (2023) · Italiano LinguaDue · doi:10.54103/2037-3597/21975 · Cited by 2
Islamic Professional Madrasa Teachers and Makarim Syari’ah in Teaching: A Phenomenological Approach
Tambak, S., Firdaus, F., Harahap, M., Sukenti, D., & Zaylani, M. (2023) · AL-ISHLAH Jurnal Pendidikan · doi:10.35445/alishlah.v15i4.3475 · Cited by 2
“Teachers are seen as partners, committed to learning and practising the principles of good behavior in the profession (Sims & Fletcher-Wood, 2021; Sobirjonovich, 2021).”
BackgroundGeletu, G. M. (2024) · Journal of Adult and Continuing Education · doi:10.1177/14779714241231241 · Cited by 2
“However, Sims and Fletcher-Wood (2020) criticize that the dependence of professional development programs on speci fi c features characterizes interventions as effective or not is logically unsound since all core features contribute to the success of the program.”
BackgroundTracing teachers’ change of pedagogical design capacity through professional development
Nalbantoğlu, Ü. Y., & Bümen, N. T. (2024) · Journal of Curriculum Studies · doi:10.1080/00220272.2024.2328083 · Cited by 2
“This finding is consistent with previous meta-synthesis and meta-review studies (Dunst et al., 2015; Sims & Fletcher-Wood, 2021) that identified effective PD elements.”
Gudmalin, M. E., & Apostol, R. L. (2024) · European Journal of Education Studies · doi:10.46827/ejes.v11i4.5271 · Cited by 2
Teacher Agency and Continuing Professional Development in Chinese Universities
Zhang, Z., Chen, P., & Deng, C. (2024) · Journal of Educational and Social Research · doi:10.36941/jesr-2024-0050 · Cited by 2
“Furthermore, since there is very limited research on CPD in the context of higher education in China (Scott et al., 2023), the effectiveness of CPD is still questionable (Sims & Fletcher-Wood, 2021).”
BackgroundSarrell, A. M., Zelkowski, J., & Livers, S. D. (2024) · Investigations in Mathematics Learning · doi:10.1080/19477503.2024.2355076 · Cited by 2
The predicting role of EFL/ESL teachers’ self-efficacy and grit in their professional development
Zhi, Y., & Yang, H. (2024) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/portalin.vi42.27900 · Cited by 2
“However, recent developments in L2 research turned TPDs to ongoing, dynamic, self-initiated and directed, and active attempts driven by internal and external factors (Derakshan & Nazari, 2022; Lopes & Cunha, 2017; Sims & Fletcher-Wood, 2021; Zepeda, 2013).”
BackgroundParsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse
Boguslav, A. (2024) · AERA Open · doi:10.1177/23328584241263861 · Cited by 6
“Additionally, the limited available literature provides suggestive evidence of the importance of coach discourse strategies (Heineke, 2013; Hunt, 2016; Robertson et al., 2020; Sims & Fletcher-Wood, 2020).”
de Vries, J., Visscher, A. J., & Schildkamp, K. (2024) · Review of Education · doi:10.1002/rev3.70009 · Cited by 5
Belbase, S., & Roblee, K. J. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2447537 · Cited by 3
Gràcia, M., Villalobos-Muñoz, K., & Vega, F. (2025) · Teacher Development · doi:10.1080/13664530.2025.2461661 · Cited by 4
“The effectiveness of video resources as a reflective tool in TDP has been underscored in prior studies (Gomez Zaccarelli et al. 2018; Kohen and Borko 2019; Marsh and Mitchell 2014; Sims and Fletcher-Wood 2020).”
Dinamling, S. K. E., & Depaynos, J. L. (2025) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2025.060 · Cited by 2
Creating Holistic Learning Environments
Kadir, A., Sairin, S., Madjid, A., Widigdo, M. S. A., Ramli, S. A., & Asrifan, A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5786-7.ch002 · Cited by 2
Faber, J. M., Feskens, R. C. W., & Visscher, A. J. (2022) · School Effectiveness and School Improvement · doi:10.1080/09243453.2022.2142247 · Cited by 6
Juhaevah, F., & Kaliky, S. (2023) · JTAM (Jurnal Teori dan Aplikasi Matematika) · doi:10.31764/jtam.v7i2.13546 · Cited by 2
“…is an open access article under the CC–BY-SA license ———————————————————— A. INTRODUCTION Teachers are an important component in determining the success of the learning process(Bostwick et al., 2020; Etim et al., 2020; Sims & Fletcher-Wood, 2021).”
Sumiyani, S., Hidayat, S., & Hasani, A. (2024) · IJORER International Journal of Recent Educational Research · doi:10.46245/ijorer.v5i2.575 · Cited by 2
Evans, L. (2022) · Springer eBooks · doi:10.1007/978-3-030-59533-3_18-1 · Cited by 2
Cho, N., Liao, W., & Lalitphasan, U. (2025) · Research Square · doi:10.21203/rs.3.rs-8267583/v1 · Cited by 3
The Adoption of MOOCs as a Form of CPD: Moroccan EFL Teachers’ Attitudes
Masbah, H., & Sakale, S. (2023) · International Journal of Linguistics Literature & Translation · doi:10.32996/ijllt.2023.6.12.16 · Cited by 1
“Sims and Fletcher-Wood (2021) discussed that online professional development is easy and practical for instructors as it only requires a computer and an internet connection.”
BackgroundHaavind, S. (2024) · School Science and Mathematics · doi:10.1111/ssm.12646 · Cited by 3
Lee, S. C., Nugent, G., Kunz, G. M., & Houston, J. E. (2024) · Journal of Science Teacher Education · doi:10.1080/1046560x.2024.2327774 · Cited by 1
Kung, C. A. L. L., Panduro, S. K. D., & del Castillo, L. R. R. (2024) · Revista Meta Avaliação · doi:10.22347/2175-2753v16i51.4406 · Cited by 1
Svensson, M. (2024) · Professional Development in Education · doi:10.1080/19415257.2024.2433044 · Cited by 1
Self-directed professional development: An algorithmic and activity-based model for teachers
Sagimbayeva, A., Issabayeva, D., Shekerbekova, S. T., Oshanova, N. T., Smagulova, L., & Tulbassova, B. (2024) · Journal of Infrastructure Policy and Development · doi:10.24294/jipd9246 · Cited by 3
“First, it will provide teachers with a more effective and personalized pathway for continuous professional development, leading to a better understanding and application of modern teaching methods (Sims and Fletcher-Wood, 2021).”
Development of a critical-creative socioscientific instrument for prospective science teachers
Irwandani, İ., Suyatna, A., Haenilah, E. Y., Maulina, D., & Rahayu, A. S. (2024) · Research and Development in Education (RaDEn) · doi:10.22219/raden.v4i2.36119 · Cited by 1
“One such solution is to provide more intensive training and professional development for teachers (Merchie et al., 2018; Sims & Fletcher-Wood, 2021).”
Valutare gli impatti della formazione in servizio degli insegnanti: una ricognizione
Bonaiuti, G., Cardarello, R., Passalacqua, F., Pastori, G., Pintus, A., & Schenetti, M. (2025) · CADMO · doi:10.3280/cad2024-002002 · Cited by 1
Mohammad, N. M., Demers, M., & Kopel, K. (2025) · Pedagogical Research · doi:10.29333/pr/15998 · Cited by 1
“However, Sims and Fletcher-Wood (2020) scrutinized previous studies with these results to determine that repetition of skills matters more than the sustainability of training; and that collaboration and subject-relatedness may not be as important as once thought.”
Accelerating Change of Practice Through Targeted Professional Development in Data Science
Kursav, M. N., Pauls, S. D., Bonfert-Taylor, P., et al. (2025) · Journal of Statistics and Data Science Education · doi:10.1080/26939169.2025.2479012 · Cited by 1
“All of these can contribute to their students’ success (Chai 2019; Sims and Fletcher-Wood 2021; Kursav 2022) as there is a positive correlation between instructors’ improvements in their teaching practices, knowledge, skills, and their students’ achievements.”
Experiences of Teachers in School Administrator and Instructional Support: Management Plan
Cuizon, C. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.340407 · Cited by 1
Percepciones de formadoras de profesores en Estudio de Clases sobre sentido numérico
Bravo, M. R., & Estrella, S. (2025) · Revista de Estudios y Experiencias en Educación · doi:10.21703/rexe.v24i54.2763 · Cited by 1
Richter, A., Bruns, J., & Gasteiger, H. (2025) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-025-00259-7 · Cited by 1
Wu, Y., & Gao, H. (2025) · Journal of Teaching and Learning · doi:10.22329/jtl.v19i2.8977 · Cited by 1
Zhou, G., & Guan, T. (2025) · International Journal of Music Education · doi:10.1177/02557614251338588 · Cited by 3
Sapkota, T. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1554740 · Cited by 1
Worku, M., Melese, W., & Tulu, A. H. (2025) · Discover Education · doi:10.1007/s44217-025-00810-1 · Cited by 1
The journey of teachers’ professional growth through reflective school practices
Bubnys, R., Šapelytė, O., & Ghaye, T. (2025) · Professional Development in Education · doi:10.1080/19415257.2025.2574066 · Cited by 1
Students’ perspectives on the ideal physical education teacher
Fernández-Aránegas, A., González‐Serrano, M. H., Campos, C. P., & González-García, R. J. (2025) · European Physical Education Review · doi:10.1177/1356336x251383317 · Cited by 1
Sankalaite, S., Pollé, S., Huizinga, M., der Oord, S. V., Rakickienė, L., & Baeyens, D. (2025) · Education Sciences · doi:10.3390/educsci15101379 · Cited by 3
Song, K., Liu, Y., & Xu, P. (2025) · Brain and Behavior · doi:10.1002/brb3.70934 · Cited by 1
Czerniawski, G., Guberman, A., Sava, S., et al. (2025) · European Journal of Education · doi:10.1111/ejed.70401 · Cited by 1
Dzingel, H., Richter, E., Klusmann, U., & Richter, D. (2025) · European Journal of Teacher Education · doi:10.1080/02619768.2025.2606029 · Cited by 1
Yu, F., Pilgrim, M. E., & Quaisley, K. (2026) · Education Sciences · doi:10.3390/educsci16030430 · Cited by 1
Nested networks and neighbour interactions: Rethinking professional learning
McKie, K., & Anderson, R. K. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105497 · Cited by 1
High-Quality Special Education Professional Development Improves Teacher and Student Outcomes
Didion, L. A., Filderman, M. J., Hart, E. J., Payne, S. B., Vitale, J., Olmstead, C. L., & Wexler, J. (2026) · The Journal of Special Education · doi:10.1177/00224669261423924 · Cited by 2
Potentials and pitfalls of design-based research on lesson study: A systematic review
Kager, K., Vrikki, M., Tan, S., et al. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105513 · Cited by 1
Liao, Y.-S., & Chen, M.-J. (2026) · Professional Development in Education · doi:10.1080/19415257.2026.2653009 · Cited by 3
Delivering Educational Change Through Quality Teaching Rounds: One Initiative, Broad Impact
Gore, J. M. (2026) · Springer international handbooks of education · doi:10.1007/978-3-031-88898-4_30-1 · Cited by 1
Pournara, C., & Adler, J. (2026) · ZDM · doi:10.1007/s11858-026-01832-1 · Cited by 1
Seay, D. (2021) · Cited by 1
Advancing Sustainable Development Through Teacher Professional Development
Foster, M. M., & Foster, D. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-4050-6.ch009 · Cited by 2
Kyureghyan, H. (2023) · Teacher Development · doi:10.1080/13664530.2023.2213678 · Cited by 1
“(Survey respondent 4) The notion of teachers researching their practice is seen as fundamental to educational change, as the best development occurs by analysing their practice (Stenhouse 1975).”
BackgroundQuinlivan, T. B., Oakley, G., & Shand, J. (2022) · The Australian journal of teacher education · doi:10.14221/1835-517x.6067 · Cited by 3
Metadata
- Authors
- Sims, S., & Fletcher-Wood, H.
- Affiliations
- University College London (GB)
- Ambition Institute, London, UK
- Corresponding author
- Sims, Sam
- Venue
- School Effectiveness and School Improvement
- Publisher
- Informa UK Limited
- Published
- 2020-05-28
- Volume
- 32
- Issue
- 1
- Pages
- 47-63
- ISSN
- 0924-3453 (ISSN-L)
- 1744-5124
- OpenAlex
- W3030756526
- Cited by
- 582
- References
- 66
- Citations by year
- 2026: 161 · 2025: 148 · 2024: 119 · 2023: 87 · 2022: 39 · 2021: 23 · 2020: 5
- FWCI
- 49.20
- Type
- journal article
- Language
- en
- Open access
- green
- discovery.ucl.ac.uk
- Locations
- School Effectiveness and School Improvement (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- teacher professional development, professional development effectiveness, sustained professional development, collaborative professional learning, external expertise, teacher buy-in, practice-based professional development, inclusion criteria, skill acquisition, teacher education policy
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