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ERIC Number: ED615914
Record Type: Non-Journal
Publication Date: 2021-Oct
Pages: 196
Abstractor: ERIC
What Are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-Analysis
Sims, Sam; Fletcher-Wood, Harry; O'Mara-Eves, Alison; Cottingham, Sarah; Stansfield, Claire; Van Herwegen, Jo; Anders, Jake
Education Endowment Foundation
Teachers have an important influence on pupils' academic progress, yet the quality of teaching varies widely. Policymakers, school leaders, and teacher educators therefore face the challenge of designing and commissioning professional development (PD) to help all their teachers become as effective as the best teachers. In the last two decades, a large number of experimental evaluations have tested the impact of different approaches to teacher PD. However, impact varies widely, which raises the question of what--if anything--differentiates more effective PD from less effective PD. The objective of this review is to identify the characteristics of more effective PD. This report presents the results of an updated systematic review and meta-analysis, employing novel theory and methods to provide new insights on this important question. It includes the results of analyses pre-registered in the published protocol. In sum, the results suggest that policymakers, school leaders, and teacher educators should favour PD designs that incorporate more of the mechanisms set out in the theoretical framework. [For "Effective Professional Development. Guidance Report," see ED615913.]
Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail:; Web site:
Publication Type: Information Analyses
Education Level: Elementary Education; Secondary Education
Audience: Policymakers; Administrators; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Endowment Foundation (EEF) (United Kingdom)
Grant or Contract Numbers: N/A