Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2017 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Teachers in a teacher inquiry community readjusted their teaching style toward more student-centered teaching. → Gast 2017 q2 i? In one quantitative online-training study, teachers did not develop a more student-centered teaching approach, though they showed decreased belief in simple knowledge transmission. → Gast 2017 (2)

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? · qualitative · r2

Qualitative study by Deni and Malakolunthu (2013) using data triangulation of interviews, observations, audio recordings, and a qualitative questionnaire, as reported in the review's teaching-approach theme.

"Deni and Malakolunthu (2013) concluded that teachers were readjusting their teaching style to more student-centered teaching or a democratic teaching style with explicit empathy for students, as a result of participating in a teacher inquiry community."

Gast 2017 (2)¶

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? · review · r3

Quantitative survey study (N = 33) of an 8–12-week online training with a team component; the review attributes the null to the study's technology focus and online approach, noting teachers still showed decreased belief in simple knowledge transmission.

"However, in the quantitative study by Rienties, Brouwer, and Lygo-Baker (2013), teachers did not develop a more student-centered teaching approach as a result of a team-based professional development intervention"

Discussion¶

Related Claims¶

• In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies — related
• Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation — related
• Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — a broader claim this one bears on
• Team-based professional development can help higher education teachers learn to reflect critically on their teaching, but true reflection is often not achieved — related
• Teachers in online team-based training reported significantly greater confidence in their technological pedagogical content knowledge after training — related
• Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning — related