A systematic research review of teachers' professional development as a policy instrument

This study presents a review of research on teachers' professional development (PD) as a policy instrument. The analysis and synthesis of 78 studies showed three main theoretical perspectives in previous research: theory on governance, accountability/professionalism, and organization/leadership. The studies supported conclusions drawn in earlier reviews that PD has a greater effect on teachers' learning when it includes a focus on administrators' learning, is coherent with other policy measures, builds on information from practice, and handles accountability measures with caution. Findings beyond the scope of earlier reviews were that states have increased their PD efforts, even when PD is formally the responsibility of local actors, and that the increase has been achieved by state grants or by linking PD to standards and evaluations. Suggestions for future research include investigations into the consequences of state PD interventions in local contexts and into how PD can contribute to and build upon teacher professionalism