“There is no clear definition in the literature regarding the DPD or how it should be implemented and evaluated,” state the authors of the article: Dr. Denise Vaillant—academic secretary of the Institute of Education at Universidad ORT Uruguayand Lourdes Cardozo Gaibisso, M.A.—a graduate-level instructor at the Institute of Education.
This study reviews the available evidence—from databases, books, and articles—on interventions related to teacher professional development between 2000 and 2016.
According to the data collected, there is “enormous diversity in terms of duration, content, and formats” of teacher professional development.
“We know a great deal about what to do and why to do it, but much less about how to do it” in order to have a “long-term impact on classrooms and teaching practices,” they conclude.
Thearticle is available involume 13, issue 26 of *Cuaderno de Pedagogía Universitaria*.