Teacher professional learning and development: best evidence synthesis iteration

This research review consolidates international evidence around the emerging knowledge base into how to promote teacher learning in ways that impact on outcomes for pupils from diverse backgrounds.

Considerable research effort has been directed into understanding the ‘black box’ between acts of teaching and associated pupil outcomes. The authors of this review attempt to unpack a second black box, situated between particular professional learning opportunities and their impact on teaching practice.

Little is known about how teachers interpret the available understandings, and utilise the particular skills offered during professional learning opportunities, or the consequent impact of these on teaching practice and pupil outcomes. What is known is that the relationship is far from simple. This synthesis begins to unpack the contents of that black box.