The "Evaluating and Improving Teacher Preparation Programs" consensus report provides critical, evidence-based recommendations for teacher preparation program (TPP) evaluation and improvement and the systemic changes necessary to improve teaching as a profession. The report documents the extensive research that supports four groups of…

Teacher professional development (TPD) programs enhance teachers' skills and competence. Since teachers are the primary beneficiaries, their perceptions are crucial in assessing TPD effectiveness and relevance, providing insights to improve future program design and evaluation. This study focused on Biology teachers, who were non-education…

The National Academy of Education (NAEd) undertook this consensus report on the evaluation and improvement of teacher preparation programs (TPPs). Specifically, this consensus report aims to (1) identify and disseminate best practices for evaluating and improving TPPs to promote teacher effectiveness and student achievement; (2) provide…

The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a…

The purpose of this study was to describe the design and evolution of a unique and successful Master of Science program in anatomical sciences at one Canadian post-secondary institution and to evaluate its long-term impact on student learning. This program prepares students to teach anatomy and design curricula in the anatomical sciences and is…

This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

With research indicating substantial differences among teachers in terms of their effectiveness (Nye, Konstantopoulous, & Hedges, 2004), a major focus of recent research in education has been on improving teacher quality through professional development (Desimone, 2009; Institute of Educations Sciences [IES], 2012; Measures of Effective…

Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…

State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help…

Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they…