In theory, PD programs seek to help teachers gain subject-specific knowledge (Dadds, 2001), use appropriate pedagogical practices (Darling-Hammond and McLaughlin, 1995; Schifter et al., 1999), develop positive attitudes towards teaching (Cobb, 2000), and ultimately improve the learning of students (Villegas-Reimers, 2003). The importance of PD is further supported by empirical evidence from developed countries. For example, in a review of experimental evaluations of PD programs in developed countries, Yoon et al. (2007) found that the academic achievement of students whose teachers participated in PD programs (about 49 hours of training on average) increased by 0.54 standard deviations compared to students whose teachers did not participate in PD. These positive findings lend credence to the efforts of policymakers from developing countries who are in favor of using PD to improve the quality of teaching in their rural
In theory, PD programs seek to help teachers gain subject-specific knowledge (Dadds, 2001), use appropriate pedagogical practices (Darling-Hammond and McLaughlin, 1995; Schifter et al., 1999), develop positive attitudes towards teaching (Cobb, 2000), and ultimately improve the learning of students (Villegas-Reimers, 2003). The importance of PD is further supported by empirical evidence from developed countries. For example, in a review of experimental evaluations of PD programs in developed countries, Yoon et al. (2007) found that the academic achievement of students whose teachers participated in PD programs (about 49 hours of training on average) increased by 0.54 standard deviations compared to students whose teachers did not participate in PD. These positive findings lend credence to the efforts of policymakers from developing countries who are in favor of using PD to improve the quality of teaching in their rural