See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/380909497

Teacher Professional Development between Theory and Practice: What Makes It

Effective? Table of Contents

Article · May 2024

CITATIONS READS

0 1,353

1 author:

Kheira Bekkouch
British University in Dubai
3 PUBLICATIONS 0 CITATIONS

SEE PROFILE

All content following this page was uploaded by Kheira Bekkouch on 28 May 2024.

The user has requested enhancement of the downloaded file.

 Teacher Professional Development between Theory and Practice:
What Makes It Effective?

By: Kheira Bekkouch

Date: 12/03/2023
 Table of Contents

Abstract…………………………………………………..…………………. P.1

1. Introduction…………………………………………………….………..P.2

2. Body:

2.1. Conceptual Framework ………………………………………………...………..P.4

• What is Teacher Professional Development?

• Objectives of Teacher Professional Development

• Types of teacher professional Development

2.2. Theoretical Framework…………………………………………………………P.6

• Literature Review on Theories of Teacher Professional Development

3. Discussion ………………………………………………………….…. P. 12

• Why Professional Development Fails?

• Reasons why teacher professional development initiatives can fail.

4. Conclusion ……………………………………………….……………P. 17

5. References ………………………………………………………….…P. 18
 Abstract

Teacher professional development is gaining more and more attention as it is regarded as a means
of assisting students in mastering the increasingly developed skills necessary for post-secondary
education and employment in the twenty-first century. One of the strategies required to increase
teachers' performance is high-quality professional development. For more than two decades,
studies have demonstrated how teachers who regularly engage in rich learning experiences help
their students learn more and teach more effectively. Teaching students complex skills requires
advanced teaching methods. Therefore, it is crucial for educators to receive top-notch professional
development (PD) to develop their pedagogical abilities in teaching these skills. However, studies
have revealed that numerous PD programs don’t seem to be effective in supporting to improve
how teachers teach or how students learn. Considering this, this paper focuses on teacher
professional development effectiveness.

Keywords: Teacher Professional Development, Effective Teacher Professional Development

1
 Introduction

Schools around the world are undergoing changes in their objectives and operations, which

means teachers are facing new expectations and challenges. They are now required to adapt to a

more diverse classroom, place greater emphasis on accommodating students with special needs,

use information and communication technologies more effectively, incorporate evaluative and

accountability frameworks into their planning, and involve parents more in the educational

process. Although pre-service training can prepare teachers to some extent, it cannot fully equip

them to handle all the challenges they may face during their teaching careers. Therefore,

educational institutions offer in-service professional development opportunities to ensure that

teachers are well-trained and maintain a high level of instruction.

The OECD's comparative study of teachers emphasizes that professional development

should be continuous and involve training, practice, and feedback, as well as sufficient time and

support for follow-up. The study suggests that effective programs should engage teachers in

learning activities that mirror those they will use with their students and encourage the creation of

communities of teacher learners. There is an increasing focus on developing schools as learning

organizations, and on finding systematic ways for teachers to share their expertise and experience.

Education professionals have a broad range of responsibilities to fulfil, including being

well-versed in a variety of subjects such as curriculum, assessment, classroom management, child

development, technology, communication, and connecting with parents and other educators. Those

who aspire to become leaders in education must possess these skills and develop into experts in

areas such as financial management, evaluation, safety, public relations, and social media. The

good news is that most individuals are capable of excelling in these complex roles. These skills

2
are often acquired through formal education and teacher preparation programs, as well as through

mentoring, professional reading, and opportunities for professional development.

The focus of this paper is on the effectiveness of teacher professional development. The research

will seek to answer the questions below:

• How can professional development of teachers be affective and successful?

• Why do teacher PDs fail?

• What are the components of effective teacher PD?

The research paper is divided into the following sections:

First, definition of teacher professional development, its objectives and types.

Second, Literature review on the theories of teacher professional development.

Third, definition of effective teacher professional development and the elements of effective

teacher PD.

Fourth, a discussion about the reasons for teacher professional development failure.

3
 Conceptual Framework

What is Teacher Professional Development?

According to the Teaching and Learning International Survey (TALIS), professional

development for teachers involves activities that enhance their skills, knowledge, expertise, and

other characteristics that are relevant to their role as educators. This definition was provided by

the Organisation for Economic Co-operation and Development (OECD) in 2009.

*OECD: The Organisation for Economic Co-operation and Development

Objectives of Teacher Professional Development

The continued education of teachers can help them achieve a variety of goals (OECD, 1998),

such as:

• Updating their subject-matter expertise in light of current developments.

• To enhance individuals' competencies, attitudes, and approaches in response to emerging

educational practices and objectives, changing contextual factors, and the latest scholarly

findings.

• To to enable individuals to apply new educational practices or curriculum effectively in the

classroom.

• To equip schools with the necessary resources to develop and apply new methods and strategies

for curriculum and classroom instruction.

• To facilitate knowledge sharing between educators and other professionals, such as scholars

and businesspeople.

• To aid in the improvement of ineffective instructors.

4
Types of teacher professional Development

Professional development can take various forms, ranging from formal to informal

methods. Collaborative efforts between schools or educators within schools, such as teacher

networks or visits to other schools, can provide access to expertise. External expertise can be

provided through courses, seminars, or formal certification programs. Coaching/mentoring, group

planning and teaching, and sharing best practices are some methods used to encourage professional

development within the context of formal qualification programs.

TALIS, The Teaching and Learning International Survey, suggested the professional development

activities listed below:

o Courses and workshops

o conferences, lectures or seminars in education

o Qualification Plan

o Visiting other institutions to observe

o Membership in a Network of Teachers established especially for teachers' professional

growth.

o Independent or group research on a subject of relevance to the profession.

o As part of a formal educational arrangement, peer observation and coaching as well as

mentoring.

5
 Theoretical Framework

Literature Review on Theories of Professional Development for Teachers

The concept of teacher professional development (PD) is discussed in various ways in the

literature, including the scope, priorities, and goals of such development. Fullen (1995) defines PD

as "ongoing learning that takes place in a compelling learning environment, incorporating both

formal and informal learning experiences, in the context of complexity and dynamic change" (p.

265). Both teacher training and ongoing professional development are necessary for effective

instruction, according to MOE (2005) and Fraser (2008). Effective PD, according to Hummond,

Wei, Andree, and Richardson (2017) and Rhodes, Stokes, and Hampton (2018), involves intensive

learning opportunities, identifying one's and others' learning needs, self-assessment, developing

observational and peer-review skills, seeking mentoring, engaging in reflection, professional

dialogue, and feedback, and building strong relationships among teachers. (Rhodes, Stokes, &

Hampton, 2004).

Knowledge from one's own action and beliefs:

Both Hattie (2002) and Ramsden (1992) agreed that learning and building on one's existing

knowledge require both surface (information) and deep (understanding) learning. Individuals'

beliefs, as well as their knowledge, have a significant impact on their perceptions and behaviors

on modifying and developing their teaching (Stroll, 1999). By engaging in the practical

experiments that take place in professional practice, teachers can better understand their own

teaching practices and beliefs and make changes to them (Schön, 1983; Wilson, Shulman &

Richert, 1987). This allows instructors to learn from their own experience.

6
Learning by actively reflecting:

Reflective practice, as defined by Schon, involves integrating theory and practice through

ongoing conversation between thinking and doing in order to develop greater proficiency (1987,

p. 31). This requires a chain of reflective thought that goes beyond a simple list of concepts, as

described by Dewey (1933, p. 4). By critically reflecting on our teaching practice and

incorporating new techniques, we can modify and improve our approach to teaching.

Smyth (1989) outlines four forms of action that can be used to improve teaching practice, with

each stage involving a series of questions. These stages are described as describing, informing,

confronting, and reconstructing, and are commonly used by teachers to reflect on and enhance

their teaching practice (Lovett, 2002).

Theory’s Role:

According to Brookfield (1995), who emphasizes the importance of his fourth lens,

theoretical knowledge is essential for teachers' growth because research and literature allow us to

assess our practice, confirm it, or provide in-depth knowledge about the best ways to improve it.

It also highlights the research that has been done on a particular subject and names our practices

and beliefs in general terms. The teacher learning model developed by Joyce and Showers (1985)

places value on theory that guides our work, raises awareness, and provides real-world

applications.

Constructive feedback and observation-based learning:

Observation is an important aspect of instructional practice and contributes significantly to

a teacher's professional development. It allows educators to evaluate and monitor their progress

(Totterdell, Heilbronn, Bubb & Jones, 2002; Bubb, 2007). Observation, as described by Magda

Gerber (2017) and Drummond (2016), is a process through which teachers can understand and

7
interpret what they observe, drawing on their own knowledge and experience to provide essential

feedback for their growth (1992).

A teacher gains knowledge of the most recent instructional techniques and resources, interactions

with students, how they react to instruction and engage with one another, and the languages they

comprehend and utilize (Wajnryb, 1992; Bubb, 2007).

Building knowledge through action research/teachers’ inquiry:

Timperley (2008) suggests that skilled teachers engage in daily reflective practice to

evaluate their successes and areas for improvement. Hubbard and Power (1993) and Reid (2004)

state that while independent inquiry can be useful, it is most beneficial when teachers collaborate

in structured settings. These opportunities allow educators to analyze past assessments, data, and

feedback, refine their teaching methods, and create innovative learning opportunities for their

students.

Fraser's (2008) principles align with some of the BES principles, such as monitoring

student learning, utilizing the teaching as inquiry cycle, and being responsive to feedback.

However, Alton-Lee's (2003) Best Evidence Synthesis is more empirically driven and emphasizes

the importance of using data to inform teaching practices and decisions.

Collaboration as a means of learning:

Fullan (1993) and Hargreaves (1998) argue that professional learning is best achieved

through collaborative efforts with other educators, involving reflection, inquiry, partnership, and

engagement in the development of professional communities. This enhances interactivity among

teacher communities.

To tackle complex problems faced by organizations, Stewart and Prebble (1993), Hill and Sewell

(2010), and other experts suggest utilizing quality learning circles. These circles involve regular

8
observation of each other's work, constructive discussions, and sharing thoughts and feelings

through a sharing circle. By doing so, teachers can develop positive and reciprocal relationships

with their students, laying the groundwork for collaborative learning.

Learning through technology:

Gilbert (2007) emphasizes the importance of new and diverse modes of thinking in the 21st

century on page 10. Meanwhile, Prestige (2010) found that the incorporation of technology and

tools, such as blogs, online forums, and social networks, as teaching aids can promote learning and

the acquisition of knowledge in today's society.

Definition of Effective Teacher P D

Linda Darling-Hammond and her colleagues (2017) define effective professional

development as intentional learning experiences that lead to changes in teachers' understanding

and practices, ultimately resulting in improved student learning outcomes. They view professional

development as a combination of external and job-related activities that help teachers develop their

skills and adapt their teaching strategies to better support student learning. As such, formal

professional development is only one of many experiences that can contribute to teachers'

professional learning.

Features of an effective professional development

Training, practice, and feedback are all essential components of effective professional

growth, as are sufficient time and support subsequently (OECD, 2009).

The content of professional development can mean the difference between giving instructors the

tools they need to succeed and just giving them a meeting where they can speak. The most

beneficial professional growth emphasizes active instruction, assessment, observation, and

reflection rather than theoretical discussions (Darling-Hammond & McLaughlin, 1995).

9
Professional development that emphasizes student learning and aids teachers in acquiring the

pedagogical skills necessary to instruct specific kinds of content considerably improves practice.

Blank, delas Alas, & Smith (2007); Wenglinsky (2000).

Components of Effective Teacher P D

According to Linda Darling-Hammond et al. (2017), Elements of Effective Professional

Development include the following:

Content Focus:

Studies have demonstrated the effectiveness of subject-specific professional development

in enhancing student achievement, particularly in areas such as math, science, and literacy. Job-

embedded professional development, which occurs in teachers' classrooms alongside their

students, has been shown to be particularly effective due to its hands-on nature, including

analyzing student work and piloting new curricula. For optimal impact, professional development

should be consistent with the values and goals of the school and district to avoid conflicting

agendas and foster a sense of coherence.

Active Learning:

When designing professional development events, it is crucial to consider both the content of

what teachers learn and the methods of how they learn. Trotter (2006) explores several theories

of adult learning and development and identifies key factors that are essential for effective

teacher professional development.

• Adult learners bring experiences to the table that should be drawn upon while developing

new knowledge.

• Adults should select learning opportunities based on their personal interests and needs from

the classroom.

10
• Inquiry and reflection should be at the core of learning.

Active learning experiences are effective in promoting student learning and development in

teacher professional development because they encompass several critical components. These

components create a comprehensive framework that supports effective learning experiences for

teachers. "Active learning" refers to a departure from traditional, lecture-based learning models in

favor of those that actively engage teachers in the skills they are learning, with a focus on

connecting those skills to their classrooms and students.

Collaboration:

Effective professional development often includes teacher collaboration, as schools

increasingly recognize the benefits of cooperative teaching efforts. Collaboration can manifest in

various ways, such as one-on-one or small-group interactions, school-wide cooperation, and

communication with external experts.

Use of Models and Modeling:

Research indicates that professional development utilizing effective practice models is

effective in enhancing teacher learning and improving student achievement. Teachers can utilize

these models, in addition to curriculum and instructional materials, to strengthen their skills and

knowledge. Instructional modeling is a crucial aspect of this approach and can take various forms,

including demonstration lessons, unit or lesson plans, peer observations, video or text-based

instructional examples, sample evaluations, and student work samples.

Expert Guidance:

Educators who are experts in their field often play an important role in supporting other

educators through professional development. They use various strategies, such as facilitating group

discussions and collaborative analysis of student work or modeling effective teaching practices. In

11
addition, these coaches may share their knowledge of subject matter and research-proven

techniques to help teachers improve their teaching skills.

Feedback and Reflection

Reflection and feedback are also important methods of professional development, which

are often used in coaching and mentoring but can be applied in other contexts as well. As

mentioned earlier, these methods are essential components of adult learning theory. Professional

development initiatives that are effective in enhancing student learning outcomes usually

incorporate opportunities for teachers to reflect on their practices, receive feedback, and make any

necessary adjustments.. While reflection and feedback are separate practices, they help teachers

intentionally move towards the expert models of teaching they have studied or witnessed during

professional development.

Sustained Duration:

Delivering professional development that embodies the qualities outlined above and leads

to significant learning requires effort and high-quality implementation. Research indicates that

brief, one-time workshops are insufficient for meaningful professional learning and changes in

teaching practices. While there is no precise threshold for the length of effective professional

development models, rigorous and cumulative learning requires more time than the conventional

episodic and fragmented approach to PD. Teaching practices and student learning are more likely

to change through prolonged professional development that provides teachers with numerous

opportunities to engage in learning centered around a specific set of concepts or practices.

12
 Discussion

Why Professional Development Fails?

There have been many studies on teacher professional development that have identified

what helps and what doesn't help teachers learn. Unfortunately, most of these studies have not

found significant evidence that professional development is effective in helping teachers improve

their knowledge and instructional methods. In fact, when examining the impact of professional

development on student learning and achievement, many of these studies have found even more

disappointing results.

Governments worldwide invest significant amounts of money each year in traditional

professional development methods such as conferences, talks, workshops, and seminars, as

evidenced by research conducted by Gersten et al. (2010) and Yoon et al. (2007). Teachers

typically attend these types of events infrequently and for short periods of time, and they are

usually passive attendees who consume information with little opportunity for collaboration or

participation.

Darling-Hammond (2010) and Ball (1995) have coined the terms "spray and pray method"

and "style shows" to describe professional development programs that lack mechanisms for

providing teachers with feedback and follow-up support. Borko (2004) and other scholars have

criticized these types of programs for being inadequate, as they often lack intellectual depth and

coherence, do not align with classroom practices, and fail to address the real needs and interests of

teachers.

According to Lovett (2002), providers of professional development face the challenge of

connecting theoretical concepts with practical application in order to help teachers align their

beliefs and practices with the ideal ones. However, opinions differ regarding the importance of

13
theory, with some practitioners valuing hands-on training that challenges their thinking more

highly than theoretical concepts, as noted by Rentoul (1996).

Reasons why teacher professional development initiatives can fail:

1. Lack of relevance: When professional development is not relevant to teachers' needs and

interests, it can fail to engage them and lead to a lack of implementation.

2. Providing a standardized professional development approach that does not consider the

individual needs and skill levels of teachers can result in it being ineffective in addressing

their specific strengths and challenges.

3. Limited time and resources: When teachers do not have sufficient time or resources to

implement what they have learned in professional development, it can lead to limited

impact and a sense of frustration.

4. Lack of follow-up support: When professional development is not followed up with

ongoing coaching, mentoring, or other forms of support, it can fail to reinforce learning

and implementation.

5. Lack of collaboration: When professional development does not provide opportunities for

collaboration and sharing among teachers, it can fail to build a culture of continuous

learning and improvement.

6. Resistance to change: When teachers resist the changes that professional development is

promoting, it can lead to limited implementation and a lack of sustainability.

7. Top-down approach: When professional development is imposed on teachers without their

input or involvement, it can fail to address their needs and concerns.

14
 8. Lack of evaluation: When professional development is not evaluated for effectiveness, it

can be difficult to determine whether it has had any impact on teacher practice or student

learning.

To avoid these issues, professional development initiatives should be carefully designed,

differentiated, and supported, and should involve teachers as active participants in the learning

process. They should also be evaluated regularly to determine their effectiveness and to make

necessary adjustments.

15
Professional Development Organization, Implementation, and Evaluation:

Figure 1. Why Professional Development Matters (Mizell,2010, p.22)

16
Professional Development Organization, Implementation, and Evaluation:

Figure 2. Why Professional Development Matters (Mizell, 2010, p.23)

17
 Conclusion

In conclusion, effective professional development aids teachers in acquiring the skills and

information required to address the learning issues of their students. To effectively satisfy the

educational needs of educators, professional development must be carefully planned, carried out,

and evaluated.

Research in the field of education has shown that effective teaching and strong school

leadership are the most important factors in improving student achievement. In order to use the

most effective teaching methods and have the necessary skills to help students reach their full

potential, teachers, administrators, and other school leaders must engage in ongoing learning and

development of their knowledge and skills.

18
 REFERENCES

Adem, B. (2014). The Components of Effective Professional Development Activities in Terms of

Teachers' Perspective, International Online Journal of Educational Sciences, Vol. 6 (2), pp.319-
327. Accessed 26 /02/2023. Available at: https://files.eric.ed.gov/fulltext/ED552871.pdf

Adey, P. (2007). The Professional Development of Teachers: Practice and Theory, US, Kluwer
Academic Publishers

Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. San
Francisco, CA: Jossey-Bass.

Bautista, A and Ortega-Ruiz, R.(2015). Teacher Professional Development: International

Perspectives and Approaches, Society & Education, Vol. 7(3), pp. 240-251.

Berkowicz, J & Ann Myers, A. (2018). Why Professional Development Fails. Accessed 26
/02/2023. Accessed 26 /02/2023. Available at:
https://www.edweek.org/teaching-learning/opinion-why-professional-development-fails/2018/01

Birman, B.F. Et al, (2000). Designing Professional Development that Works, Educational
Leadership, Vol. 57(8), pp.28-33.

Bodil, S. (2020). Inquiries into Teacher Professional Development—What Matters?

Project Innovation Austin, Vol. 140(3), pp. 111-130. Accessed 26 /02/2023. Available at:
https://www.ingentaconnect.com/content/prin/ed/2020/00000140/00000003/art00001

Broko H, Putnanam R. (1995). “Professional Development in Education: New Paradigms and

practices, expanding teachers’ Knowledge base.” Teacher College Press, New york.

Business Bliss Consultants FZE. (2018). Theories of Professional Development for Teachers.
Accessed 26 /02/2023. Accessed 26 /02/2023. Available at:
https://ukdiss.com/examples/professional-development-teachers.php?vref=1

Collinson, V. (2009). Professional Development for Teachers: A World of Change, European

Journal of Teacher Education, Vol. 32 (1), Routledge.
19
Accessed 26 /02/2023. Available at: https://doi.org/10.1080/02619760802553022

Darling-Hammond, L. Et al. (2017). Effective Teacher Professional Development. Palo Alto,

CA: Learning Policy Institute.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy
evidence. Center for the Study of Teaching and Policy, University of Washington.

Darling-Hammond, L and Richardson, N. (2009). Research Review / Teacher Learning: What

Matters? How Teachers Learn, Vol. 66 (5), pp. pp.46-53. Available at:
https://outlier.uchicago.edu/computerscience/OS4CS/landscapestudy/resources/Darling-
Hammond-and-Richardson-2009.pdf

Fullan, M.G.,& Stiegelbauer, S(1991).The New Meaning of Educational Change, New York:
Teachers’ College Press

Gordon, T. (2003). Teacher Effectiveness Training. New York: Three Rivers Press.

Guskey, R and Suk Yoon, K. (2009). What Works in Professional Development? The Leading
Edge, Professional Learning. SAGE Journals. Vol. 90 (7). Available at:
https://journals.sagepub.com/doi/pdf/10.1177/003172170909000709?casa_token=-
UzewpjCkgoAAAAA:KJliP1i_4lV4zgpuzSQkfj7bhDUG7LDF84ymbtSk5pv6D0RKb1r12erjd
WvR25yFxCxwEW8LghzC

Guskey, R. (2003). What Makes Professional Development Effective?

Professional Development That Works. SAGE Journals. Vol. 84 (10). Available at:
https://journals.sagepub.com/doi/pdf/10.1177/003172170308401007?casa_token=PakYxSdaYH
UAAAAA:0l1jNpKGJG2ed-
_odBGmp21jdHILie9lopWjfsPskgXydAbNpL9sP1JZ7kJ9ejeDKsSufOSJF4AR

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every
School. Teachers College Press.

20
 Jennifer A. Moon. (2006). “ Reflection in learning and professional Development”. Theory and
Practice. British Library, USA and Canada.

Kouta, I. (2012). The Impact of Teacher Professional Development on Student Achievement,

Master dissertation. The British University in Dubai (BUiD).

Mena, J., García-Valcárcel Ana and García Peñalvo Francisco José (eds) (2019) Teachers'
professional development in global contexts: insights from teacher education. Leiden: Brill
Sense. Available at: INSERT-MISSING-URL (Accessed: March 11, 2023).

Mizell, H. (2010). Why PROFESSIONAL DEVELOPMENT Matters, US: Learning Forward

https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf

OECD Creating Effective Teaching and Learning Environments: First Results from TALIS.
(2009). The Professional Development of Teachers, Chapter 3. OECD. Available at:
https://www.oecd.org/berlin/43541636.pdf

Postholm, M. (2012). Teachers’ Professional Development: A Theoretical Review, Vol. 54 (4),

Routledge. Available at: https://doi.org/10.1080/00131881.2012.734725

Queens University of Charlotte. (2023), The Importance Of Professional Development For

Educators. Available at: https://online.queens.edu/resources/article/professional-development-
for-educators/

Smyth, J. (1995). Critical Discourses on Teacher Development. London: Cassell.

Sykes, G. (1996). Reform as Professional Development. In Lieberman, A. & Miller, L. (Eds.),

Teachers Caught in the Action: Professional Development that Matters (pp. 147-172). New
York: Teachers College Press.

Troen, V., & Boles, K. (2016). The Power of Teacher Teams: With Cases, Analyses, and
Strategies for Success. New York: Teachers College Press.

Van Veen, K Et al. (2011). What Makes Teacher Professional Development Effective? A
Literature Review, 1ST Ed, Routledge
https://canvas.utwente.nl/files/136446/download?download_frd=1

21

View publication stats