Professional Development and Teacher Learning: Mapping the Terrain
Abstract
Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
Integrity signals
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Cites
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Professional development tends to be more effective when it occurs in professional learning communities.
“Several studies show that professional development is often more effective when it takes place in professional learning communities (PLCs).”
From Data teams for school improvement (2016) · cites this paper as Borko, 2004
Data teams include other features of effective professional development.
“In addition, data teams incorporate other characteristics of effective professional development”
From Data teams for school improvement (2016) · cites this paper as Borko, 2004
Collaboration among teachers can lead to greater teacher and student learning.
“These studies show that teacher collaboration can lead to increased teacher and student learning”
From Data teams for school improvement (2016) · cites this paper as Borko, 2004
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
Flagged first, then by citations
Cited by
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Reframing Professional Development Through Understanding Authentic Professional Learning
Webster-Wright, A. (2009) · Review of Educational Research · doi:10.3102/0034654308330970 · Cited by 1,174 · see citing works
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102882 · Cited by 484 · see citing works
Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016) · The Enabling Power of Assessment · doi:10.1007/978-3-319-39211-0_18 · Cited by 212 · see citing works
Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010) · American Educational Research Journal · doi:10.3102/0002831209361208 · Cited by 198 · see citing works
Andersson, C., & Palm, T. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.12.006 · Cited by 195 · see citing works
Data teams for school improvement
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2016) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1056192 · Cited by 171 · see citing works
Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity
Mockler, N. (2013) · Australian Journal of Teacher Education · doi:10.14221/ajte.2013v38n10.8 · Cited by 168 · see citing works
Teacher Evaluation Policy and Conflicting Theories of Motivation
Firestone, W. A. (2014) · Educational Researcher · doi:10.3102/0013189x14521864 · Cited by 159 · see citing works
Solving student achievement problems with a data use intervention for teachers
Poortman, C. L., & Schildkamp, K. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.06.010 · Cited by 95 · see citing works
Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.07.008 · Cited by 95 · see citing works
Dennen, V. P., Choi, H., & Word, K. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09796-z · Cited by 79 · see citing works
The effects of a data use intervention on educators’ satisfaction and data literacy
Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M. (2017) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-016-9251-z · Cited by 77 · see citing works
Huang, L., Zhang, T., & Huang, Y. (2020) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100893 · Cited by 76 · see citing works
Scaffolding Science Teachers in Open‐inquiry Teaching
van der Valk, T., & de Jong, O. (2009) · International Journal of Science Education · doi:10.1080/09500690802287155 · Cited by 70 · see citing works
Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104756 · Cited by 70 · see citing works
Effects of a data use intervention on educators’ use of knowledge and skills
Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M. (2016) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2015.11.002 · Cited by 53 · see citing works
TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice
Pareto, L., & Willermark, S. (2019) · Journal of Educational Computing Research · doi:10.1177/0735633118783180 · Cited by 43 · see citing works
The Impact of Professional Development on the Quality of the Transition Components of IEPs
Flannery, K. B., Lombardi, A., & Kato, M. M. (2015) · Career Development and Transition for Exceptional Individuals · doi:10.1177/2165143413489727 · Cited by 28 · see citing works
Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020) · Education for Chemical Engineers · doi:10.1016/j.ece.2020.07.004 · Cited by 25 · see citing works
Implementation of a collaborative data use model in a United States context
Jimerson, J. B., Garry, V., Poortman, C. L., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100866 · Cited by 21 · see citing works
A close look at teacher learning: Why are teachers’ journeys so different?
Molle, D. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103280 · Cited by 15 · see citing works
Schnellert, L., Davidson, S. F., & Donovan, B. L. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2098614 · Cited by 10 · see citing works
“This research addresses calls for evidence linking PD, practice change, and student success (e.g., Borko, 2004; Brown et al., 2017).”
Background
- Authors
- Borko, H.
- Affiliations
- University of Colorado Boulder (US)
- Corresponding author
- Borko, Hilda
- ORCID
- Borko, Hilda
- Venue
- Educational Researcher
- Published
- 2004-11
- Volume
- 33
- Issue
- 8
- Pages
- 3-15
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2149612368
- Cited by
- 4,208
- References
- 1
- Citations by year
- 2026: 114 · 2025: 171 · 2024: 156 · 2023: 167 · 2022: 225 · 2021: 253 · 2020: 269 · 2019: 300 · 2018: 227 · 2017: 253 · 2016: 313 · 2015: 331 · 2014: 254 · 2013: 244 · 2012: 226
- FWCI
- 221.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- teacher professional development, teacher learning, school improvement, research agenda
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