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The report reviews existing research, explores current programs, and incorporates interviews with teachers to identify approaches to improving teacher practice and supporting measurable teacher and student outcomes. 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We would specifically like to thank Bo Stjerne Thomsen and Carina Ottesen for their guidance throughout our research and their engagement with and contributions to this report. In addition, we appreciate LEGO Education staff’s contributions to the research plan and reflections on the resulting report.  \nWe are grateful to the teachers who participated in interviews and shared their experiences with and insights on teacher professional development.  \nThis work was informed by previous research on LEGO Education professional development efforts conducted by Tufts University Center for Engineering Education and Outreach.  \nThis project also benefitted from the wisdom of our EDC colleagues engaged in work related to Learning Through Play, including Shelley Pasnik and Megan Silander.  \nINTRODUCTION  \nThe Goals of This Report  \nThe aspiration of the LEGO Foundation is to support children to become creative, engaged, lifelong learners, who thrive in a constantly changing world by experiencing the benefits of learning through play. Learning through play offers deep learning experiences that are joyful, meaningful, active, engaged, iterative, and social. Effective teacher professional development (TPD) is a critical component of any effort to bring learning through play into more classrooms.  \nThe LEGO Foundation funded Education Development Center (EDC) to conduct foundational research on the elements of effective TPD, approaches to measuring teacher and student outcomes related to learning through play, and the conditions that enable and support teacher implementation of learning through play pedagogies, with specific attention paid to research on and conditions of TPD in the United States. This report brings together a review of existing research, exploration of existing programs, and interviews with teachers to illuminate the potential of TPD to support learning through play as well as the challenges present in this work.  \nRESEARCH ON TPD 3  \nCONTEXT  \nTeaching Today in the United States  \nWhen considering the landscape of TPD in the United States, it is important to situate TPD in the current context of school and teaching in this country.  \nKey factors that may influence TPD:  \n Many aspects of public education in the United States are controlled at the state and local levels, leading to great variation in all aspects of the system. For example, there is no national curriculum. The Common Core Standards and Next Generation Science Standards, while prevalent, have not been adopted by all states.  \n Similarly, teacher preparation, certification requirements, and continuing education varies from state to state, as do teacher labor markets and the role of teacher unions.  \n As in many countries, teachers are under increasing demands, particularly following the COVID-19 pandemic (Floden et al., 2020) . An increasingly diverse student body requires new skills to successfully respond to students needs and abilities. Students’ greater social-emotional and mental health needs bring new challenges into the classroom. A divisive political environment adds new questions and tensions regarding what can and should be taught in the classroom.  \nIt is critical for any TPD initiative to consider the way the education system functions in this country, the politics and structures that shape teaching and learning, and the variables that influence TPD  \nimplementation and participation.  \nRESEARCH ON TPD 4  \nEffective Teacher  \nProfessional Development  \nWhile approaches to TPD have evolved from isolated workshops to more sustained opportunities for learning, the evidence base for what constitutes effective TPD","cbCaiaqB9Vyo9uso","https://ap.wps.com/l/cbCaiaqB9Vyo9uso","pdf",415089,18,"English","# Introduction\n## The Goals of This Report\n# Research on TPD\n## Context: Teaching Today in the United States\n## Effective Teacher Professional Development\n## Models and Theories for How Teachers Learn and Grow\n## \"Traditional\" TPD and Emerging Approaches","[{\"question\":\"What is the main purpose of this report?\",\"answer\":\"To synthesize existing research, review programs, and use teacher interviews to clarify how teacher professional development can support learning through play, including benefits and challenges.\"},{\"question\":\"Which areas of teacher professional development are investigated?\",\"answer\":\"The report examines elements of effective TPD, ways to measure teacher and student outcomes related to learning through play, and conditions that enable teachers to implement play-based pedagogies.\"},{\"question\":\"How does the report describe teacher professional development in the United States context?\",\"answer\":\"It highlights how public education is controlled at state and local levels, leading to variation in curriculum standards, teacher preparation and certification, labor markets, and union roles, alongside increasing demands on teachers.\"}]","Learning Through Play - Foundational Research on Teacher Professional Development - Summary Report | PDF",1792049054,45]