Little evidence of the effectiveness of CPD

This Campbell systematic review looks at the effect of continuing professional development (CPD) approaches for education professionals on educational and social outcomes for children, and also any effects on professional practice.

The review summarises evidence from 51 studies, including 48 randomised controlled trials, however, only 26 studies were included in the meta-analysis. The 51 studies were grouped into three CPD areas: social and emotional development interventions, language and literacy development interventions, and stress reduction interventions.

The main findings of the review were:

  • No effect of CPD on social and emotional development interventions on pupil academic outcomes. The weighted average effect size = +0.05.
  • No effect of CPD language and literacy development interventions on pupil academic outcomes. The weighted average effect size = +0.04.
  • It was not possible to draw any conclusions concerning the effectiveness or ineffectiveness of CPD on social and emotional development or language and literacy development interventions on teacher outcomes.
  • As there was only one study in the CPD category of stress reduction interventions, it was not possible to draw any conclusions.

The researchers conclude that there is insufficient evidence for conclusions to be drawn, with the exception of language and literacy development interventions. For this type of CPD, there seems to be no positive impact on pupil academic outcomes.

Source: Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review (November 2019), Campbell Systematic Reviews

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