Current trends and missing links in studies on teacher professional development in science education: a review of Design Features and Quality of Research (2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart Focus: content and pedagogical content knowledge Active: inquiry-based and practice-based Collaborative: build PLCs and co-design PD with Ts Sustained: structured and sustained Coherence: theory of improvement Contextualized: adapt to content, context, process

1. Current trends and missing links in studies on teacher
professional development in science education:
a review of
Design Features and
Quality of Research
(2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart

2. Focus content and pedagogical content knowledge
Active inquiry-based and practice-based
Collaborative build PLCs and co-design PD with Ts
Sustained structured and sustained
Coherence theory of improvement
Contextualized adapt to content, context, process
Design Features and Quality of Research
(2012) Jan H. van Driel et al.

3. “a focus on classroom practice is important, more specifically, on
teaching and learning of subject matter that is the pedagogical
content knowledge and student learning processes
regarding specific subject matter”
“such a focus is related to outcomes of the PD in terms of
changes in teacher cognitions and classroom
practice and, in some cases, student learning
outcomes”
Design Features
(2012) Jan H. van Driel et al.

4. Design Features
(2012) Jan H. van Driel et al.
“Quality professional development engages teachers in inquiry
about the concrete tasks of teaching, assessment,
observation, and reflection, and provides them with the opportunity to
make connections between their learning and their
classroom instruction”
”
“ranging from observing expert teachers, being observed
by other teachers, both followed by feedback and
discussion, to reviewing student work”

5. “collaborations between teachers from the same school, grade or
subject set up potential interaction and discourse, which
can be a powerful form of teacher learning”
“Teachers need to be involved in setting the goals of a PD
programme and in choosing the focus and the design”
Design Features
(2012) Jan H. van Driel et al.

6. Design Features
(2012) Jan H. van Driel et al.
“intellectual and pedagogical change requires professional development
activities to be of sufficient duration, including both span of time over
which the activity is spread (e.g. one day or one semester) and the
number of hours spent in the activity.” (Desimone, 2009, p. 184)
“ranging from 14 (Yoon et al., 2007), via 20 (Desimone, 2009), to 80
(Supovitz & Turner, 2000), for changes in teacher behaviour to occur”
“Telese’s research (2008) showed that too many hours
of PD can be ineffective”

7. “a well-defined and explicit understanding of the relation between
specific features of the intervention and the intended
learning goals: the ‘theory of improvement’”
“Link PD not only to ongoing innovations, but also to
specific problems that teachers experience in
their daily work, including the external pressures that most
innovations bring along”
Design Features
(2012) Jan H. van Driel et al.

8. Design Features
(2012) Jan H. van Driel et al.
“school organisational conditions may affect
the outcomes of PD”
“Resources, facilities and support by school
leaders seem important for the success and
sustainability of a PD programme (Little, 2012)”