Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development
In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth inte...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2016-05-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/2365 |