NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1195475
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
Does High-Quality Professional Development Make a Difference? Evidence from TIMSS
Song, Kyoung-oh; Hur, Eun-Jung; Kwon, Bo-Young
Compare: A Journal of Comparative and International Education, v48 n6 p954-972 2018
While professional development has been emphasised in many countries, few comparative studies have examined the degree of teachers' participation in professional development and its effect on teachers. Using the TIMSS 2007 data, this study analyses to what extent teachers participated in professional development in 50 TIMSS countries and examines the relationship among high-quality teachers' professional development, teachers' beliefs, attitudes and job satisfaction. The study found that the extent to which teachers have participated in professional developmental activities was surprisingly low. In particular, teachers in 47 countries have rarely participated in active learning. The study also found that high-quality teacher professional development was significantly associated with greater job satisfaction, higher expectations for student performance and more positive attitudes in teachers concerning their implementing the school's curriculum. Policy implications for professional development are discussed.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Algeria; Armenia; Australia; Bahrain; Bosnia and Herzegovina; Botswana; Bulgaria; Taiwan (Taipei); Colombia; Cyprus; Czech Republic; Egypt; El Salvador; United Kingdom (England); Georgia Republic; Ghana; Hong Kong; Hungary; Indonesia; Iran; Israel; Italy; Japan; Jordan; South Korea; Kuwait; Lebanon; Lithuania; Malaysia; Malta; Mongolia; Morocco; Norway; Oman; Palestine; Qatar; Romania; Russia; Saudi Arabia; United Kingdom (Scotland); Serbia; Singapore; Slovenia; Sweden; Syria; Thailand; Tunisia; Turkey; Ukraine; United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study