Five research-based best-practice components of teacher in-service professional development¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The professional development was engineered around five recommendations the authors identify as research-based: (1) workshops "should use active learning methods and avoid didactic lectures"; (2) workshops should be conducted by expert educators with knowledge of school contexts who do not work for the participating schools; (3) teachers should be compensated for their time; (4) programs should be supported by school administrators; and (5) teachers should be given all curriculum materials and instructional/supplementary resources needed to teach the full curriculum in their home classrooms. The workshop used non-lecture, skill-based, active learning techniques where teachers first learned and then practiced with their peers.

Design Implications¶

Context¶

Requirements¶

Expert workshop leader unaffiliated with teachers' home districts
Administrator support for implementation
Compensation for teachers' time
Complete curriculum and supplementary materials provided

Constraints¶

The training took place outside contractual hours, requiring a stipend and continuing education credits

Target Learners¶

Grade 6-12 health education teachers

Learning Goals¶

Improving teacher capability and willingness to implement a nutrition curriculum

Claims¶

Examples¶

-

Key Sources¶

Fahlman M, McCaughtry N, Martin J, Shen B. (2011). School health educators' self-efficacy, intentions to teach, and implementation of nutrition education increases after in-service training. Am J Health Educ. 2011;42(3):181-190. https://doi.org/10.1080/19325037.2011.10599191

Page metadata

Field	Value
`type`	`design`
`id`	`five-best-practice-inservice-pd-components`
`title`	`Five research-based best-practice components of teacher in-service professional development`
`description`	`The professional development was engineered around five recommendations the authors identify as research-based: (1) workshops "should use active learning methods and avoid didactic lectures"; (2) workshops should be c...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `fahlman-m-2011`

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