Collaborative work and professional networks in Teacher Professional Development: a meta-aggregative review of 43 studies (2008–2024)
Article Sidebar
Main Article Content
Abstract
This article systematizes the main findings of a meta-aggregative review on teacher collaboration and professional learning networks in the Design, Implementation, and Evaluation of Teacher Professional Development (TPD), with an emphasis on Teacher Professional Development Plans (TPDP). Based on 43 studies (2008 to 2024), synthesized findings leading to actionable recommendations are elaborated. The results show: 1) The most effective TPDPs are designed collaboratively, incorporating the active participation of teachers, support from external experts, and a strong anchoring in situated needs and capacities; 2) Situated implementation, mediated by professional communities, inter-school networks, and virtual environments, is observed to favor the appropriation of new practices and their sustainability over time; and 3) The evaluation of TPD focused on collaboration requires frameworks that integrate objective and subjective indicators and multiple levels of analysis (teacher, organizational, and student outcomes), which complicates the attribution of impact.
Article Details
References
Armour, K., & Makopoulou, K. (2012). Great expectations: Teacher learning in a national professional development programme. Teaching and Teacher Education, 28(3), 336–343. https://doi.org/10.1016/j.tate.2011.10.006
Abell, S., Lannin, J., Marra, E., Cole, J., Lee, M., Park, M. & Wang, Ch. (2007). Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs: the Project Profile Approach. Studies in Educational Evaluation, 33(2), 135–158. https://doi.org/10.1016/j.stueduc.2007.04.003
Ávalos, B. y Matus, C. (2010). La formación inicial docente en Chile desde una óptica internacional: Informe nacional del estudio internacional LEA TEDS-M. Santiago de Chile: Ministerio de Educación.
Ávalos, B. (2011). Teacher profesional development over ten years. Teaching and teacher Education, 27, 10-20.
Avidov-Ungar, O., Guberman, A., Dahan, O., & Serlin, R. (2021). Professional communities of teacher educators: the characteristics that promote their success. International Journal of Leadership in Education, 24(4), 491–512. https://doi.org/10.1080/13603124.2019.1613563
Baron, Ch., Sklarwitz, Sh., & Blanco, Y. (2020). ‘Assessment of teachers’ gains across multiple historic site-based professional development programs. Teaching and Teacher Education, 93, 103077. https://doi.org/10.1016/j.tate.2020.103077
Basma, B. y Savage, R. (2023). Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis. Journal of Teacher Education 74(3). https://doi.org/10.1177/00224871231153084
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. https://doi.org/10.1177/0033688218784371
Bowne, J., Yoshikawa, H. & Snow, C. (2016). Experimental impacts of a teacher professional development program in early childhood on explicit vocabulary instruction across the curriculum. Early Childhood Research Quarterly, 34, 27–39. https://doi.org/10.1016/j.ecresq.2015.08.002
Cachia R., Ferrari A., Ala-Mutka K., & Punie Y. (2010). Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Educationin the EU Member States. EUR 2 4375 EN. Luxembourg (Luxembourg): Publications Office of the European Union; 2010. JRC62370
Carroll, T., & Foster, E. (2009). Learning Teams : Creating What ’ s Next. National Commission on Teaching and America´s Future, April.
Carroll, M. A., & O’Connell, M. E. (2020). Teacher professional learning: A review of intervention studies. Review of Educational Research, 90(5), 724–759.
Cheng, L., & Ko, H. (2009). Teacher-team development in a school-based professional development program. The Mathematics Educator, 19(1), 8-17.
Craig, C. (2017). International teacher attrition: Multiperspective views. Teachers and Teaching: Theory and Practice, 23(8), 859-862, https://doi.org/10.1080/13540602.2017.1360860
Creţu, C. & Rogoz, N. (2014). Teachers’ Expectations Regarding the Accredited Programs for Professional Development Provided by Universities. Procedia - Social and Behavioral Sciences, 142, 660–667. https://doi.org/10.1016/j.sbspro.2014.07.682
Christiansen, I., & Bertram, C. (2019). Early schooling teachers’ learning from a formal teacher development programme in South Africa. International Journal of Educational Development, 66, 78–87. https://doi.org/10.1016/j.ijedudev.2019.01.004
Desimone, L. (2009). ‘Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181e199. https://doi.org/10.3102/0013189X08331140
Díaz-Sacco, A., & Muñoz-Salinas, Y. (2024). Conditions and opportunities for teacher collaboration during the implementation of a professional development programme. Professional Development in Education, 1–15. https://doi.org/10.1080/19415257.2024.2405617
Dubeck, M., Jukes, M., Brooker, S., Drake, T. & Inyega, H. (2015). Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya. International Journal of Educational Development, 41, 88–96. https://doi.org/10.1016/j.ijedudev.2014.11.022
Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: the case of multiple representations in the mathematics classroom, Educ. Stud. Math. 88, 89–114.
Durán, D., & Utset, M. (2014). Peer Learning Network: Implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 40(1), 101–117.
Elmore, R. (2010). Mejorando la Escuela desde la Sala de Clases. Fundación Chile: Santiago.
Falk, B. (2014). Early career teachers: Possibilities for professional learning, The New Educator, 10(3), 163e165. https://doi.org/10.1080/1547688X.2014.925729
Gulamhussein, A. (2013), Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education, 1, 1-47. https://www.scirp.org/journal/paperinformation?paperid=95695
Guskey, T., & Yoon, K. (2009). What works in professional development? Phi delta kappan, 90(7), 495-500. https://doi.org/10.1177/003172170909000709
Hadwin, A., Järvelä, S. & Miller, M. (2017). Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments. In: Schunk and Greene, Handbook of Self-Regulation of Learning and Performance. Routledge: New York.
Hargreaves A. y Fullan M. (2012). Professional Capital: Transforming Teaching in Every School, New York: Teachers College Press, 220 pp. isbn: 978-0-8077-5332-3
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement, London, Routledge.
______. (2012). Visible Learning for Teachers: Maximizing Impact on Learning, London, Routledge.
Insulander E., Brehmer, D. y Ryve, A. (2019). Teacher agency in professional development programmes – A case study of professional development material and collegial discusión. Learning, Culture and Social Interaction, 23, 1-9.
Kanokorn, S., Popoonsak P. & Maneeewong S. (2012), Teacher Development Program to Enhance Learning Competency for Small Primary Schools in Thailand. Procedia - Social and Behavioral Sciences, 69, 1052–1058.
Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27–51.
Lindvall, J. y Ryve, A. (2019). Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review, 27, 140–154.
Lockwood, C., Munn, Z. & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence Based Healthcare, 13(3), 179–187.
López, S. (2022). Algunas reflexiones sobre la competencia tecnológica para el DPD. Diálogos, 24, 47-63.
Major, L. & Watson S. (2018). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68.
Markiewicz A. & Patrick, I. (2016). Developing Monitoring and Evaluation Frameworks. Thousand Oaks, California, SAGE Publications.
Mentzer, G., Charlene, C. & Struble, J. (2014). Utilizing program theory and contribution analysis to evaluate the development of science teacher leaders. Studies in Educational Evaluation, 42, 100–108.
Miquel, E., & Duran, D. (2017). Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349–360. https://doi.org/10.1080/02607476.2017.1319509
Nasser, F. & Shabti, A. (2010). Satisfaction with professional development: Relationship to teacher and professional development program characteristics. Procedia - Social and Behavioral Sciences, 2(2), 2739–2743.
Nir, A. y Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24(2), 377–386.
Petrescu, A., Negreanu, M., Drăghicescu, L., Gorghiu, G. & Gorghiu, L. (2015). Innovative Aspects of the PROFILES Professional Development Programme Dedicated to Science. Teachers. Procedia - Social and Behavioral Sciences, 191, 1355–1360.
Ramírez-Galindo, F. y Bernal-Balleín, A. (2023). El DPD para el fortalecimiento de la competencia digital en las prácticas pedagógicas en educación básica: una revisión sistemática. Revista boletín REDIPE, 12(2), 100-114.
Ramírez-Granados, A., Sánchez-Cabrero, R. y Arigita-García, A. (2023). Debilidades del DPD en el modelo educativo español mostradas por la crisis Covid-19. Revista Ciencias Pedagógicas e Innovación, 11(1), 35- 43.
Rizvi, M. (2010). Development of a classroom observation schedule for measuring the efficacy of a teacher development programme. Procedia - Social and Behavioral Sciences, 2(2), 654–660.
Romijn, B., Slot, P., &. Leseman, P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 2-13.
Sessa, V. y London, M. (2015). Continuous learning in organizations: Individual, group, and organizational perspectives. New York, Psychology Press.
Shohel, M. & Banks, F. (2010). ‘Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools. Procedia - Social and Behavioral Sciences, 2(2), 5483–5494.
Terigi, F. (2010). DP continuo y carrera docente en América Latina. Serie Documentos de trabajo, 50, 1-52.
Vangrieken, K., Meredith, C., Packer, T. & Kyndt, E. (2017). Teacher communities as a context for professional development: a systematic review. Teach. Teach. Educ. 61, 47–59.
Vansteelandt, I., Mol, S., Vanderlinde, R., Lerkkanen, M, & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96, 1-16.
Wang, T., Ramdeo, J. & McLaughlin, C. (2021). Experiencing and experimenting: An exploration of teacher agency in an international collaborative teacher professional development programme using experiential learning. Teaching and Teacher Education, 104, 1-12.
Williams, M. (2010). Teacher collaboration as professional development in a large, suburban high school. The University of Nebraska-Lincoln, en: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1094&context=cehsdiss (consulta: 8 de abril de 2022).
Yoon, K., Duncan, T., Wen-Yu Lee, S., Scarloss, B. & Shapley, K. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues and Answers Report, REL– No. 033. https://eric.ed.gov/?id=ED498548 (consulta 10 de diciembre 2025).