Coherence of Teachers' Professional Development and Student Achievement: A Cross-National Analysis of the Top-Performing Countries in PISA (Programme for International Student Assessment) 2012

• In Event: In-Service Teacher Professional Development: Cross-National Perspectives on Training

Abstract

This paper examines the contribution of the coherence of Teacher Professional Development (TPD) to the achievement of students from countries with the highest scores in the 2012 round of the Programme for International Student Assessment (PISA). In this context, it is expected to be revealing to explore across the countries of interest whether the willingness of headteachers to promote coherent TPD becomes an effective mechanism to improve school outcomes. More specifically: does a coherent approach to TPD in schools relate to student achievement in the top-performing countries of PISA 2012?

Author

• Fabian Barrera-Pedemonte, UCL Institute of Education