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Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”

Author

Listed:
  • Esther Roca-Campos

    (Department of Comparative Education and Education History, University of Valencia, 46010 Valencia, Spain)

  • Ana Inés Renta-Davids

    (Pedagogy Department, Universitat Rovira i Virgili, 43007 Tarragona, Spain)

  • Fernando Marhuenda-Fluixá

    (Department of Didactics and School Organisation, University of Valencia, 46010 Valencia, Spain)

  • Ramón Flecha

    (Department of Sociology, University of Barcelona, 08034 Barcelona, Spain)

Abstract

There is a broad consensus on the impact of teacher quality on students’ outcomes. However, the debate on how to evaluate the impact of teacher training on student improvement remains open. The evaluation of the impact of in-service teacher training, organized in a network for different schools, has been analyzed very little to date. Our research displays an innovative approach in this regard, through an In-Service Professional Development Program based upon scientific evidence and dialogic principles: The Pedagogical Gatherings “On Giant’s Shoulders”. We conducted a multilevel communicative study to analyze its impact upon students’ achievement and schools’ outcomes whose teachers taking part of the Gatherings. Our contribution provides an advancement in the analysis of educational impact in teacher training. We provide indicators to identify those training programs that improve educational outcomes, according to the United Nations Sustainable Development Goal number 4: quality education for all.

Suggested Citation

  • Esther Roca-Campos & Ana Inés Renta-Davids & Fernando Marhuenda-Fluixá & Ramón Flecha, 2021. "Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”," Sustainability, MDPI, vol. 13(8), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4275-:d:534682
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    References listed on IDEAS

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    1. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    2. Oecd, 2015. "Embedding Professional Development in Schools for Teacher Success," Teaching in Focus 10, OECD Publishing.
    3. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
    4. Mhairi C. Beaton & Stephanie Thomson & Sarah Cornelius & Rachel Lofthouse & Quinta Kools & Susanne Huber, 2021. "Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    5. Hanushek, Eric A., 2011. "The economic value of higher teacher quality," Economics of Education Review, Elsevier, vol. 30(3), pages 466-479, June.
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    Cited by:

    1. Chung Kwan Lo & Gaowei Chen, 2021. "Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development," Sustainability, MDPI, vol. 13(15), pages 1-18, August.
    2. María-José Vieira & Camino Ferreira & Agustín Rodríguez-Esteban & Javier Vidal, 2021. "Towards Sustainable Development in Education: Implementing a VET System for In-Service Teachers in Albania," Sustainability, MDPI, vol. 13(16), pages 1-15, August.
    3. Iftikhar, Shandana & Fu, Yining & Naureen, Shazia & Cao, Yongguo & Zhou, Chuan, 2022. "Cascading of teachers training at higher education in Pakistan: An evaluation of a faculty professional development program," Evaluation and Program Planning, Elsevier, vol. 94(C).

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