Abstract
Findings from a metasynthesis of 15 research reviews of in service professional development to improve or change teacher content knowledge and practice and student/child knowledge and behavior are described. The research reviews included 550 studies of more than 50,000 early intervention, preschool, elementary, and secondary education teachers, educators, and practitioners. The goal of metasynthesis is to identify the common and core features of in service professional development associated with changes and improvements in educator and student outcomes. In-service professional development experts’ contentions about the key characteristics and core features of effective in-service training were used to code and analyze the research reviews. Results showed that in-service professional development was most effective when it included trainer introduction, demonstration, and explanation of the benefits of mastering content knowledge or practice, active and authentic teacher learning experiences, opportunities for teachers to reflect on their learning experiences, coach or mentor supports and feedback during the in-service training, extended follow-up supports to reinforce in-service learning, and in-service training and follow-up supports of sufficient duration and intensity to have discernible teacher and student effects. Implications for improving in-service professional development are described. Key words: Metasynthesis, case studies, in-service professional development core features, teacher change, student change.
Highlights
In-service professional development and continuing education are considered essential for educators to become proficient and sustain expertise in their teaching professions (Donovan and others 1999; Guskey 2002; Guskey 2014)
Research synthesists’ descriptions or metasynthesists’ summary of the findings reported in the research reviews in terms of the in-service characteristics associated with observed effects aCoherence is the term used to describe how trainers illustrate how in-service training content is aligned with State, District, School, or professional organization standards of practice or teacher beliefs and knowledge
Seven syntheses included only group design studies, and six syntheses included a mixture of group design studies and either descriptive case studies or single subject studies
Summary
In-service professional development and continuing education are considered essential for educators to become proficient and sustain expertise in their teaching professions (Donovan and others 1999; Guskey 2002; Guskey 2014). (2009), “well-designed professional learning helps teachers master content, hone teaching skills, evaluate their own and their students’ performance, and address changes needed in [their] teaching and learning” Acquisition or improvements in teacher instructional or behavioral practices were the primary outcomes in 14 research syntheses. Content knowledge mastery and use were the outcomes in eight research syntheses, and changes in teacher attitudes or beliefs were the outcomes in eight syntheses. Five research syntheses included all three teacher outcomes (practice, knowledge, attitudes). Eleven of the research syntheses included 2 of the 3 teacher outcomes
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