Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. This paper proposes a set of indicators—the In-Service Teacher Training Survey Instrument—to standardize reporting on teacher PD programs. An application of the instrument to 33 rigorously evaluated PD programs shows that programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. This paper then uses the instrument to present novel data on a sample of 139 government-funded, at-scale professional development programs across 14 countries. The attributes of most at-scale teacher professional development programs differ sharply from those of programs that evidence suggests are effective, with fewer incentives to participate in PD, fewer opportunities to practice new skills, and less follow-up once teachers return to their classrooms.

中文翻译：

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世界各地的教师专业发展：证据与实践之间的差距

低收入和中等收入国家的许多教师缺乏有效教学的技能，而专业发展 (PD) 计划是政府用来提升这些技能的主要工具。同时，很少有 PD 项目被评估，而那些被评估的项目显示出差异很大的结果。本文提出了一套指标——在职教师培训调查工具——来规范教师 PD 项目的报告。将该工具应用于 33 个经过严格评估的 PD 计划表明，将参与与职业激励联系起来、具有特定主题重点、将课程制定纳入培训以及包括初始面对面培训的计划往往显示出更高的学生学习收益. 在定性访谈中，计划实施者还报告说，后续访问是其专业发展计划最有效的特征之一。然后，本文使用该工具展示了来自 14 个国家/地区的 139 个政府资助的大规模专业发展计划样本的新数据。大多数大规模教师专业发展计划的属性与有证据表明有效的计划有很大不同，参与 PD 的动机较少，练习新技能的机会较少，并且一旦教师返回课堂，后续跟进也较少。