Coherence of Teachers' Professional Development: A Cross-National Analysis of Measurement Properties Using PISA (Programme for International Student Assessment) 2012

• In Event: An International Lens on Education Research on Governance and Funding

Abstract

This paper sets out to provide a cross-national and empirical examination of the concept of coherence in Teacher Professional Development (TPD) using data from the 2012 round of the Programme for International Student Assessment (PISA). Data gathered in PISA 2012 provide an interesting opportunity to examine this construct as a number of actions implemented by headteachers aimed to make of TPD a coherent practice within their schools have been collected from 65 countries. It is expected to be revealing to explore how coherent TPD is across the participant countries of PISA 2012. In particular: do the variables comprising a measuring instrument of this construct in PISA 2012 operate equivalently across the participant countries?

Author

• Fabian Barrera-Pedemonte, UCL Institute of Education