Team-based professional development in higher education leads colleagues to learn more about each other, with some becoming role models for one another¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participating in team-based professional development resulted in colleagues learning more about each other, reported in six reviewed studies. → Gast 2017

Evidence¶

Gast 2017¶

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research. https://doi.org/10.3102/0034654317704306

q2 · i? · quant-synthesis · r2

Thematic synthesis of the results and discussion sections of the 18 included studies; this collegiality theme was supported by six articles including Keevers et al. (2014) and Norton et al. (2011), in which "teachers even became role models for each other."

"Six articles described how participating in a team-based professional development intervention resulted in colleagues learning more about each other"

Discussion¶

Related Claims¶

• Teachers prefer professional learning led by their colleagues over training from outside consultants — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — related