The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Team-Based Professional Development Interventions in Higher Education: A Systematic Review
Open accessAbstract
Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The theory of planned behavior
Ajzen, I. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90020-t · Cited by 90,587
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
Systematic Reviews in the Social Sciences: A Practical Guide
Petticrew, M., & Roberts, H. (2006) · doi:10.1002/9780470754887 · Cited by 3,586
Social loafing: a meta-analytic review and theoretical integration.
Karau, S. J., & Williams, K. D. (1993) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.65.4.681 · Cited by 2,196
A closer look at teachers’ individual learning in collaborative settings
Meirink, J. A., Meijer, P. C., & Verloop, N. (2007) · Teachers and Teaching · doi:10.1080/13540600601152496 · Cited by 238
Cited by
Interdisciplinary engineering education: A review of vision, teaching, and support
Van den Beemt, A., MacLeod, M., Van der Veen, J., Van de Ven, A., van Baalen, S., Klaassen, R., & Boon, M. (2020) · Journal of Engineering Education · doi:10.1002/jee.20347 · Cited by 391
Self-citationPhilipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09645-8 · Cited by 391
Bragg, L. A., Walsh, C., & Heyeres, M. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104158 · Cited by 304
Rodés, V., Porta, M., Garófalo, L., & Enríquez, C. R. (2021) · Journal of Interactive Media in Education · doi:10.5334/jime.657 · Cited by 35
Motivation increase of mathematics students in Engineering – A proposal from Game Based Learning
Zabala-Vargas, S. A., García-Mora, L. H., Ardila-Segovia, D. A., & de Benito-Crosetti, B. L. (2019) · 2019 International Symposium on Engineering Accreditation and Education (ICACIT) · doi:10.1109/icacit46824.2019.9130297 · Cited by 13
Metadata
- Authors
- Gast, I., Schildkamp, K., & van der Veen, J. T.
- Venue
- Review of Educational Research
- Published
- 2017-04-25
- Volume
- 87
- Issue
- 4
- Pages
- 736-767
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2617130819
- Cited by
- 210
- References
- 5
- FWCI
- 6.32
- Type
- journal article
- Language
- en
- Open access
- hybrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Team-Based Professional Development Interventions in Higher Education: A Systematic Review. https://app.cochat.ai/papers/10.3102/0034654317704306
- The paper
- Gast, I., Schildkamp, K., & van der Veen, J. T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research. https://doi.org/10.3102/0034654317704306
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
