Domain 7

On her research about the improvement of teaching through professional development, Kennedy identified key points on it occurs. Most reviews of PD seek to define a list of critical program design features such as program duration, topic, number of contact hours, or types of learning activities The prevalence of these reviews has led the field as a whole to embrace a set of specific program design features that are presumed to define high-quality Professional development. The most widely referenced requirement for PD is that it should focus on content knowledge, many authors of PD studies reviewed here cite the importance of content knowledge as a rationale for their programs. Yet the findings presented here suggest that programs addressing any of the four persistent problems of teaching can improve teachers’ effectiveness, and, in fact, programs that focused exclusively on content knowledge tended to have less effect on student learning.

Kennedy M. (2016) How Does Professional Development Improve Teaching?: Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1–36 DOI: 10.3102/0034654315626800

Education is a never ending cycle that doesn't stop when you graduate and leave the four corners of a classroom. Its a developing process that keeps on progressing forward to new trends and information that helps develop education to fit the current needs of students, and those needs varies per generation. We as educators must not stop learning, may it be new skills on technology, teaching styles, methods of assessment, or research writing. This is why we raise our students to be research oriented individuals, as discovering new knowledge and information while transforming them unto something that we can use and apply to our profession. We do not stop on where we currently are and instead proceed to achieve greater heights in this field as our work is not only for our selves but to the students that relies on us.