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Article

Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”

1
Department of Comparative Education and Education History, University of Valencia, 46010 Valencia, Spain
2
Pedagogy Department, Universitat Rovira i Virgili, 43007 Tarragona, Spain
3
Department of Didactics and School Organisation, University of Valencia, 46010 Valencia, Spain
4
Department of Sociology, University of Barcelona, 08034 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Pedro Vega-Marcote
Sustainability 2021, 13(8), 4275; https://doi.org/10.3390/su13084275
Received: 28 February 2021 / Revised: 25 March 2021 / Accepted: 6 April 2021 / Published: 12 April 2021
(This article belongs to the Special Issue Successful Actions on Sustainability Impact)
There is a broad consensus on the impact of teacher quality on students’ outcomes. However, the debate on how to evaluate the impact of teacher training on student improvement remains open. The evaluation of the impact of in-service teacher training, organized in a network for different schools, has been analyzed very little to date. Our research displays an innovative approach in this regard, through an In-Service Professional Development Program based upon scientific evidence and dialogic principles: The Pedagogical Gatherings “On Giant’s Shoulders”. We conducted a multilevel communicative study to analyze its impact upon students’ achievement and schools’ outcomes whose teachers taking part of the Gatherings. Our contribution provides an advancement in the analysis of educational impact in teacher training. We provide indicators to identify those training programs that improve educational outcomes, according to the United Nations Sustainable Development Goal number 4: quality education for all. View Full-Text
Keywords: evaluation of teacher education; social impact; evidence-based teacher education; dialogic teacher education; teacher training evaluation of teacher education; social impact; evidence-based teacher education; dialogic teacher education; teacher training
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MDPI and ACS Style

Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability 2021, 13, 4275. https://doi.org/10.3390/su13084275

AMA Style

Roca-Campos E, Renta-Davids AI, Marhuenda-Fluixá F, Flecha R. Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability. 2021; 13(8):4275. https://doi.org/10.3390/su13084275

Chicago/Turabian Style

Roca-Campos, Esther, Ana Inés Renta-Davids, Fernando Marhuenda-Fluixá, and Ramón Flecha. 2021. "Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”" Sustainability 13, no. 8: 4275. https://doi.org/10.3390/su13084275

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