The Facts on Education: What is Effective Teacher Professional Development?

8 March 2015

The Facts on Education: What is Effective Teacher Professional Development?

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With a generous sponsorship from the Canadian School Boards Association (CSBA), CEA has teamed up with researchers from Simon Fraser University’s Faculty of Education to conduct the research and produce fact sheets like What are effective approaches to improving students’ mental well-being? and other hot button issues.  


Collaborative Inquiry
Empowering teachers in their professional development
By Leyton Schnellert
Education Canada Magazine

Teacher Learning That Supports Student Learning
By Linda Darling-Hammond
Educational Leadership

Historical Thinking and Teacher Professional Development: The Poor Cousin of Curriculum Reform
By Carla Peck

Self-guided Professional Development resources (BC Ministry of Education)


Bullock, S. M. (2014). Exploring the impact of prior experiences in non-formal education on my pedagogy of teacher education. Studying Teacher Education10(2), 103-116. 

Charner-Laird, M. (2007, April). Ready and willing: Second-stage teachers and professional collaboration. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Chou, C. (2011). Teachers' professional development: Investigating teachers' learning to do action research in a professional learning community. Asia-Pacific Education Researcher, 20(3), 421-437.

Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179.  

Kim, J. (2013). Teacher action research as Bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development. Journal of Curriculum Studies, 45(3), 379-393.

Liu, K. Y. (2012). A design framework for online teacher professional development communities. Asia Pacific Education Review, 13(4), 701-711.

McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3), 267-277.

Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403-417.

Mor, Y., & Mogilevsky, O. (2013). The learning design studio: Collaborative design inquiry as teachers' professional development. Research in Learning Technology, 21(2), 1-15.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.

Russell, M., Masters, J., Magidin de Kramer, R., O'Dwyer, L., & Dash, S. (2012). Relationship of online teacher professional development to seventh-grade teachers' and students' knowledge and practices in English language arts. The Teacher Educator, 47(3), 236.

Roseler, K. & Dentzau, M.  (2013).Teacher professional development: a different perspective. Cultural Studies of Science Education, 8(3), 619-622.

Saka, Y. (2013). Who are the science teachers that seek professional development in research experience for teachers (RET’s)? implications for teacher professional development. Journal of Science Education and Technology, 22(6), 934-951.

Tack, H., & Vanderlinde, R. (2014). Teacher educators' professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies, 62(3), 297-315.

Taylor, M., Yates, A., Meyer, L., Kinsella, P. (2011) Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27(1), 85-94.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, U.K.: Cambridge University Press.