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The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project

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  • Xiaojiong Ding
  • Lei Wang
  • Lingshuai Kong

Abstract

Based on qualitative and quantitative data collected from an investigation of the flagship National Teacher Training Project (NTTP) in China, this study compares the impacts of teacher professional development (PD) programs located at different distances from the participants’ workplaces. The study argues that local and nonlocal programs play different roles in teacher PD. While local programs are conducive to teachers’ mastery of context-specific knowledge and skills that are directly connected to subject teaching, nonlocal programs are crucial for teachers’ continuous professional development in the long term. The two types of programs are supplementary to each other, and teachers need access to both types of programs.

Suggested Citation

  • Xiaojiong Ding & Lei Wang & Lingshuai Kong, 2023. "The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project," SAGE Open, , vol. 13(2), pages 21582440231, June.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231184853
    DOI: 10.1177/21582440231184853
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    References listed on IDEAS

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    1. Darleen Opfer, 2016. "Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013," OECD Education Working Papers 138, OECD Publishing.
    2. Motoko Akiba & Guodong Liang, 2016. "Effects of teacher professional learning activities on student achievement growth," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(1), pages 99-110, January.
    3. Fabian Barrera-Pedemonte, 2016. "High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 2013," OECD Education Working Papers 141, OECD Publishing.
    Full references (including those not matched with items on IDEAS)

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