Augmenting the effect of professional development on effective instruction through professional communities

Selçuk Dogan, Alyson Adams

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

This study addresses gaps in the research about the effect of professional development (PD) quality on effective instruction by taking a broad perspective when defining professional learning of teachers and by providing a theory-based explanation for effective instruction. Using a large-scale data set, Teaching and Learning International Survey (TALIS) 2013, the interrelationships between the quality of PD experience, professional communities at the school, and effective instruction were investigated. This theory testing study showed that the effect of PD events on effective instruction was stronger with the spillover effect of professional communities than with its sole effect.

Original languageEnglish
Pages (from-to)326-349
Number of pages24
JournalTeachers and Teaching: Theory and Practice
Volume26
Issue number3-4
DOIs
StatePublished - May 18 2020

Scopus Subject Areas

  • Education
  • Arts and Humanities (miscellaneous)

Keywords

  • Professional development quality
  • effective instruction
  • large-scale data
  • professional communities

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