"Training to Transform: A Critical Look at Teacher Professional Development" by Federico Malpica
Part 1: Rethinking Teacher Training Based on Courses
Recently, I had the opportunity to participate in an interview for an educational podcast, where we addressed some of the most relevant questions about teacher training and professional development in the current context. The questions raised to me seemed so pertinent and provocative that I wanted to revisit some of the reflections I shared here. I believe these issues deserve to be discussed in greater depth, as they are at the heart of any serious attempt to improve education and therefore, in the next three columns, I will be breaking down each of the discussed aspects.
We are living in an era of profound changes: technological acceleration, the new social and emotional challenges of students, diversification of learning contexts... All of this forces us to radically rethink the way we support teachers in their professional development. Next, I will share the main points of this conversation.
1.- Why is it urgent to rethink teacher training as a continuous and transformative process?
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Traditional training based on isolated and decontextualized courses has reached its limit. Attending a workshop, receiving a certificate, and returning to the classroom without accompaniment does not transform anything. According to international studies, between 5% and 15% of what is taught in teacher training courses is actually implemented in the classroom (Joyce & Showers, 2002*). This indicates that the vast majority of efforts are lost due to lack of follow-up, situated reflection, and support in real practice.
On many occasions, teachers face the challenge of changing their practice alone: there is no mentorship, no spaces for dialogue, nor tools that allow them to observe and critically analyze their teaching. There is an urgent need to move from a logic of "transactional training" to a logic of "situated professional learning". That is, understanding that teacher learning occurs in community, from practice, with structured support and continuous feedback.
The countries with the best educational outcomes (OECD, 2020) coincide in having a strong professional culture, where teachers learn from peers, exercise pedagogical leadership, and commit to continuous improvement.
2.- What do we really understand by professional teacher development?
Teacher professional development cannot be reduced to a collection of courses. It is a process of identity transformation and continuous improvement that combines three key dimensions:
- Mindset: The mindset or attitude open to learning, collaboration, and continuous improvement. This includes empathy, rigor, dedication, and ethical responsibility.
- Skillset: The pedagogical and didactic skills necessary to create effective, meaningful and personalized learning experiences.
- Toolset: The practical knowledge, tools, methodologies, digital resources, and pedagogical criteria that allow for rigorous, effective, and meaningful operation in the classroom.
Furthermore, professional development should be contextualized (linked to the reality of the center), transformative (focused on the impact on student learning), systemic (aligned with institutional objectives), and collective (based on collaborative work).
On TeachersPRO, for example, we advocate for a professional learning experience based on real evidence, peer mentoring, and AI support, always within communities of practice. Therefore, we know that this new way of conceiving teacher professional development is possible, even in digital environments and with teachers who have never met in person.
Conclusion
If we want to progress towards more just and effective educational systems, we must leave behind the view of training as a formality or an accumulation of certificates. Genuine teacher education is the one that transforms practice, strengthens professional identity, and generates impact on student learning. And this is only possible if we rethink its foundations: from the formats to the purposes. The challenge is on the table, and it's time to assume it with rigor and institutional commitment.
References
(*) Joyce, B., & Showers, B. (2002). Student Achievement Through Staff Development (3rd ed.). Alexandria, VA: ASCD.
This work is fundamental in the field of professional teacher development. In it, Joyce and Showers argue that only between 5% and 15% of what is learned in teacher training is implemented in the classroom if there is no subsequent support, while that figure can increase to 80% - 90% when continuous coaching is added.
Organisation for Economic Co-operation and Development (OECD). (2020). Teachers and School Leaders as Valued Professionals: OECD Teaching and Learning International Survey (TALIS) 2018 Results, Volume II. Paris: OECD Publishing. https://doi.org/10.1787/19cf08df-en (Note: The source text is already in English, therefore, no translation is necessary.)
Reference report on the teaching profession at an international level. It emphasizes the importance of collaborative work, distributed leadership, and ongoing professional learning opportunities as factors that explain the performance of the most advanced educational systems.