Teacher Professional Development at Scale: A Case Study of a National Online Programme

Abstract

Teacher Professional Development at Scale has moved quickly from a niche scientific question to something a wider community
can now investigate with reasonably reliable tools, but the evidence behind it has not always kept pace. We pull together the
current evidence for teacher professional development at scale, covering the methodological, practical, regulatory and cost
angles, with an eye on where practice has genuinely settled and where researchers and reviewers are still largely working it out
for themselves. Selective, context-specific pursuit looks better supported by the evidence gathered here than either broad rollout or
blanket avoidance.