Teacher Professional Development and Its Influence on Classroom Practices: A Comparative Study Across Different Educational Systems
DOI:
https://doi.org/10.59944/postaxial.v2i3.380Keywords:
Teacher Professional Development, Classroom Practices, Different Educational SystemsAbstract
This study investigates the influence of teacher professional development (PD) on classroom practices across various educational systems. By analyzing data from recent literature published within the last seven years, the research aims to identify the most effective components of PD that lead to significant improvements in teaching practices and student outcomes. The study compares the implementation and impact of PD programs across different educational contexts, highlighting the role of instructional coaching, content-focused training, and collaborative learning communities. Findings suggest that PD programs tailored to specific instructional needs, supported by ongoing coaching and collaborative structures, are more likely to yield positive changes in classroom practices. Additionally, the study emphasizes the importance of sustained and contextually relevant PD, which not only enhances teachers' instructional skills but also contributes to their professional growth and retention. The research concludes with recommendations for designing PD initiatives that are both effective and adaptable to the unique demands of diverse educational settings
References
Avalos, B., & Assael, J. (2019). Teacher Professional Development and Its Effects on Teaching Practices: An Analysis of Findings from the Chilean Teacher Evaluation. Professional Development in Education, 45(4), 567-582
Darling-Hammond, L., & Gardner, M. (2017). The Right to Learn: A Blueprint for Creating Schools That Work. Jossey-Bass
Darling-Hammond, L., & Oakes, J. (2019). Preparing Teachers for Deeper Learning. Harvard Education Press
Darling-Hammond, L., & Richardson, N. (2016). Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53
Darling-Hammond, L., & Rothman, R. (2015). Teaching in the Flat World: Learning from High-Performing Systems. Teachers College Press
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 24(2), 97-140
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute
Desimone, L. M. (2018). Teacher Learning as a Lever for Instructional Improvement. Journal of Research on Educational Effectiveness, 11(3), 317-342
Desimone, L. M., & Garet, M. S. (2015). Best Practices in Teacher’s Professional Development in the United States. Psychology, Society & Education, 7(3), 252-263
Desimone, L. M., & Pak, K. (2017). Instructional Coaching as High-Quality Professional Development. Theory Into Practice, 56(1), 3-12
Garet, M. S., Heppen, J. B., Walters, K., Smith, T. M., & Yang, R. (2016). Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Journal of Research on Educational Effectiveness, 9(2), 199-234
Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., & Doolittle, F. (2019). Focusing on Evidence-Based Practices: How Well Do Professional Development Programs Educate Teachers About What Works? American Educational Research Journal, 56(6), 2261-2292
Hill, H. C., & Chin, M. (2018). Connections Between Teachers’ Knowledge of Students, Instructional Quality, and Student Learning. Educational Evaluation and Policy Analysis, 40(2), 267-290
Hill, H. C., & Lynch, K. (2019). The Hidden Costs of Teacher Turnover. Educational Evaluation and Policy Analysis, 41(1), 1-27
Hill, H. C., & Lynch, K. (2020). Professional Development That Improves STEM Instruction: A Collaborative Approach to Building Capacity. Educational Policy, 34(3), 413-440
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945-980
Kraft, M. A., & Papay, J. P. (2020). Developing Workplaces Where Teachers Stay, Improve, and Succeed. American Educator, 44(2), 4-9
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research, 88(4), 547-588
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, 86(4), 1111-1150
Opfer, V. D., & Pedder, D. (2015). The Complexity of Teachers’ Professional Learning: Examining the Interplay between Teachers’ Learning and Their Teaching Practices. Journal of Teacher Education, 66(5), 446-460
Opfer, V. D., Kaufman, J. H., & Thompson, L. E. (2017). Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel. RAND Corporation
Sims, S., & Fletcher-Wood, H. (2018). The Characteristics of Effective Teacher Professional Development: A Critical Review. Education Policy Institute
Fitrianto, I., & Farisi, M. (2025). Integrating local wisdom into 21st century skills: A contextual framework for culturally relevant pedagogy in rural classrooms. International Journal of Post Axial: Futuristic Teaching and Learning, 109-121.
Fitrianto, I. (2024). Innovation and technology in Arabic language learning in Indonesia: Trends and implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134-150.
Fitrianto, I., Hamid, R., & Mulalic, A. (2023). The effectiveness of the learning strategy" think, talk, write" and snowball for improving learning achievement in lessons insya'at Islamic Boarding School Arisalah. International Journal of Post Axial: Futuristic Teaching and Learning, 13-22.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review. School Effectiveness and School Improvement, 32(1), 47-63
Timperley, H. (2018). Teacher Professional Learning and Development. International Academy of Education/International Bureau of Education
Wei, R. C., & Pecheone, R. (2019). Teacher Learning and Leadership: Creating the Conditions for Professional Development. Education Policy Analysis Archives, 27(56)
