A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale

Abstract

Professional development (PD) is critical to improving practice across all professional fields, including education. However, implementation of PD on a large scale is far from straightforward. Although train-the-trainer (TTT) approaches are widely used, there are numerous recognised weaknesses with implementation and limited analyses of the mechanisms that underlie such PD. In this paper, we propose a new conceptual framework to strengthen the adoption of TTT approaches by addressing three interconnected domains: substantive (content), structural (delivery), and relational (relationships). The framework was derived from analysis of our own approach to PD for teachers, Quality Teaching Rounds (QTR), which has shown significant positive effects for teachers and students through robust research. Our analysis demonstrates that QTR involves deliberate processes in each domain that counter the common weaknesses of TTT approaches. We argue that systematic attention to all three domains of the proposed conceptual framework will bolster successful implementation of PD using TTT approaches.