Measuring the quality of teacher professional development
A large-scale validation study of an 18-item instrument for daily use
Bibliographic Data
| ID | 20348567 |
|---|---|
| Authors | Elise Richter (0000-0003-3572-2022, University of Potsdam, corresponding author), Eric Richter, Dirk Richter (0000-0002-2384-1588, University of Potsdam) |
| Year | 2024 |
| Volume | 81 |
| Pages | 101357 |
| Publication date | 2024-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2024.101357 |
| OpenAlex | W4394061460 |
| Language | EN |
| Citations received | 6 |
| References cited | 31 |
This study introduces the Teacher Professional Development (TPD) Monitor, an 18-item instrument designed to assess the quality of formal learning opportunities (e.g. courses, workshops), for in-service teachers across all grade levels of general education. By evaluating these opportunities across four critical dimensions—clarity and structure, cognitive activation, collaboration, practical relevance—the TPD Monitor provides a comprehensive framework for assessing the effectiveness of professional development programs. Developed and validated with data from 2314 in-service teachers actively teaching in primary, secondary, special education, and vocational schools, each participating in one of 173 distinct TPD courses, this instrument is supported by multi-level confirmatory factor analysis that confirmed its structure, offering robust evidence of its validity and reliability. Furthermore, measurement invariance was achieved, allowing for meaningful comparisons between subgroups. The TPD Monitor is a valuable and practical tool enabling TPD providers to design effective courses and allowing to monitor and improve the quality of TPD programs
Developmental psychology · Mathematics education · Medical education · Pedagogy · Professional development · Psychometrics · Survey instrument · Test validity · Applied Psychology · Collaborative Teaching and Inclusion · Educational Practices and Policies · Medicine · Psychology · Teacher Education and Leadership Studies
Ensuring Accuracy
Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes
Beyond Quality Features, Toward Teacher Needs
Comparing quality and engagement in face‐to‐face and online teacher professional development
Leveraging transformational and instructional leadership for teacher professional development
Profiling Teachers' Motivation for Professional Development
Classroom Climate and Contextual Effects
Critical thinking, cognitive presence, and computer conferencing in distance education
Critical Inquiry in a Text-Based Environment
The Effect of Teacher Coaching on Instruction and Achievement
How Does Professional Development Improve Teaching?
Identifying the characteristics of effective teacher professional development
Doubly Latent Multilevel Analyses of Classroom Climate
Classroom observation frameworks for studying instructional quality
Cutoff criteria for fit indexes in covariance structure analysis
In Search of Golden Rules
Teacher educators’ teaching styles
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
Instruments for obtaining student feedback
Evaluate to improve
Doubly-Latent Models of School Contextual Effects
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Making Teacher Evaluation Work
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
From alpha to omega
Knowledge and Vision in Teaching
| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |