Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
Abstract
The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
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Not only changes in knowledge, skills and beliefs can lead to new practices, these new practices can affect knowledge, skills and beliefs as well.
“The multistep model of Desimone (2009) addresses this conflicting perspective and implies that not only changes in knowledge, skills and beliefs can lead to new practices, these new practices can affect knowledge, skills and beliefs as well.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Desimone, 2009
PD effectively enhances knowledge and skills, especially if PD is focused on specific content, requires active learning, shows coherence with existing knowledge and beliefs, has a sufficient duration and requires a collective participation of teachers from the same school, grade or department.
“Desimone (2009) states that PD effectively enhances knowledge and skills, especially if PD is focused on specific content (i.e., literacy), requires active learning, shows coherence with existing knowledge and beliefs, has a sufficient duration and requires a collective participation of teachers from the same school, grade or department.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Desimone, 2009
This agreed position has been adopted in government policy and official guidance in multiple countries.
“This consensus view has now been incorporated in government policy and official guidance in several countries.”
From Identifying the characteristics of effective teacher professional development: a critical review (2021) · cites this paper as Desimone, 2009
Multiple influential reviews and two meta-reviews agree that teacher professional development works better when it lasts over time, involves collaboration, focuses on subject matter, uses outside experts, secures teacher buy-in, and is practice-based.
“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.”
From Identifying the characteristics of effective teacher professional development: a critical review (2021) · cites this paper as Desimone, 2009
All four consensus-supporting cross-subject reviews that performed step four used a thematic method, looking for features that appeared repeatedly in interventions found to be effective.
“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.”
From Identifying the characteristics of effective teacher professional development: a critical review (2021) · cites this paper as Desimone 2009
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 Desimone, 2009
Other scholars have reported the need for greater intensities, including 20 h, 30 h, 49 h, and 68 h.
“Other scholars, however, have reported the need for greater intensities, including 20 h (Desimone, 2009), 30 h (Guskey & Yoon, 2009), 49 h (Darling-Hammond et al., 2009), and 68 h (Garet et al., 2010).”
From Teacher Professional Development and Student Mathematics Achievement: A Meta-Analysis of the Effects and Moderators (2025) · cites this paper as Desimone, 2009
Professional development is most effective when it provides teachers active learning opportunities that are intensive, focused on discrete skills, aligned with curriculum and assessments, and applied in context.
“Studies find that professional development is most effective when it provides teachers active learning opportunities that are intensive, focused on discrete skills, aligned with curriculum and assessments, and applied in context (Correnti, 2007; Desimone, 2009; Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Wayne, Yoon, Zhu, Cronen, & Garet, 2008).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Desimone, 2009
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“Professional development (PD) is a complex interactive process that is most effective when it fosters the implementation of knowledge in teachers ’ daily instruction (Desimone, 2009; Dillon et al., 2011).”
Background
- Authors
- Desimone, L. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Desimone, Laura M.
- ORCID
- Desimone, Laura M.
- Venue
- Educational Researcher
- Published
- 2009-04
- Volume
- 38
- Issue
- 3
- Pages
- 181-199
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2130210496
- Cited by
- 4,862
- References
- 9
- Citations by year
- 2026: 465 · 2025: 446 · 2024: 376 · 2023: 381 · 2022: 369 · 2021: 363 · 2020: 380 · 2019: 347 · 2018: 273 · 2017: 264 · 2016: 282 · 2015: 237 · 2014: 192 · 2013: 196 · 2012: 118
- FWCI
- 400.43
- 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 › Teacher Education and Assessments
- Keywords
- teacher professional development, impact evaluation, conceptual framework, teacher learning, student outcomes, observational studies, surveys, research bias
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