High-Quality Teacher Professional Development, Teachers' Cooperation, and Classroom Instruction: A Cross-National Analysis of Teaching and Learning International Survey 2013

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

Abstract

This paper seeks to examine whether the core features of teacher professional development (TPD) or the practices of teacher co-operation undertaken in schools are correlated with classroom instructional approaches, using data from the 2013 cycle of the Teaching and Learning International Survey (TALIS). The question to be asked here is: does TPD carried out either with greater degrees of active learning, collective participation, longer duration or focus on content relate to specific classroom teaching practices, when the participation in TLP is taken into account?

Author

• Fabian Barrera-Pedemonte, UCL Institute of Education