From the editor

Editorial

Published on: January 31, 2023

Professional development

6 min read

Beng Huat See, Professor in the School of Education, Durham University, UK Ensuring an adequate supply of appropriate, suitably qualified teachers is a major policy concern facing many education systems around the world. It is generally agreed that the quality of teachers is an important element in the learning outcomes of their students (Darling-Hammond, 2000; Hanushek and Rivkin, 2006; Higgins et al., 2014). I am, therefore, delighted to introduce Issue 17 of Impact on the topic of teacher effectiveness and teacher development. In this issue, we have an interesting range of articles, from academics examining the challenges of measuring teacher effectiveness and practitioners exploring different models of professional development in their schools, to how to support professional development for early career teachers and mid-career teachers’ career progression. In most studies of teacher effectiveness, student attainment is used as a proxy measure for teacher effectiveness. For e

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Gorard S (2013) What difference do teachers make? A consideration of the wider outcomes of schooling. Irish Educational Studies 32(1): 69–82.
Hanushek EA and Rivkin (2006) Teacher quality. In: Hanushek E and Welch F (eds) Handbook of the Economics of Education, vol 2. Amsterdam: Elsevier, pp. 1051–1078.
Higgins S, Major LE and Coe R (2014) What makes great teaching. Professional Voice: What Works and What Doesn’t 11(3): 11–16.
Rauch and Coe (2019) Evaluating and measuring teaching quality In: Chartered College of Teaching (eds) Teacher CPD: International trends, opportunities and challenges. Available at: https://my.chartered.college/wp-content/uploads/2022/01/Chartered-College-International-Teacher-CPD-report.pdf#page=10 (accessed 3 January 2023).
See BH (2020) Challenges in using research evidence in improving teacher quality. Research Intelligence Special Issue 144: 23–24.
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