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ERIC Number: ED565464
Record Type: Non-Journal
Publication Date: 2013-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 38
Creating the Context and Employing Best Practices for Teacher Professional Development: A Brief Review of Recent Research
Hammer, Patricia Cahape
West Virginia Department of Education
A review of the research on teacher professional development identified an emerging consensus on important contextual and implementation characteristics that can promote or inhibit teachers' use of new knowledge and skills in their classroom practice. Findings suggest that professional development is best viewed as one component in an overall system that also requires alignment among tests, policy, and curriculum. Within this context, research has shown that effective professional development tends to have the following elements: Content and content pedagogy focus; coherence; active learning; collective participation; and duration, including at least 30 contact hours distributed across a time span of at least a year.
West Virginia Department of Education. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-3660; Fax: 304-558-0198; Web site:
Publication Type: Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: West Virginia Department of Education