Although thousands of teachers take part in courses and seminars every year, students’ academic results show little improvement because the system is often disconnected from the teacher’s daily work, according to a study by the University of Latvia’s Interdisciplinary Centre for Educational Innovation.
Researchers note that knowledge often “stays in conference rooms rather than reaching the pupils’ desks,” while teachers need practical classroom support.
Most professional development courses are short-term and focused on theory, without the opportunity to try out methods in practice or receive feedback, the researchers found.
“Without practical training and feedback provided by a professional support person, change does not happen. Therefore, we cannot expect improvements in students’ learning outcomes,” said co-author of the study, Dace Namsone.
The researchers recommend moving to long-term, work-integrated development
in which the teacher becomes a researcher of their own work—analysing lessons, collaborating with colleagues, and immediately testing new approaches in practice.
In addition, the evaluation of professional development should shift from “hours completed” to measuring impact, strengthening the school as a learning organisation, the researchers urge.
“Professional development is not a competition in course attendance,” Namsone stressed, calling for a review of the entire system to evaluate the real impact of teachers’ learning on students’ learning.
The 2025 study analysed the experience of Latvian teachers, the professional development offer, and its impact on learning outcomes. It includes both quantitative data analysis and interviews with teachers and school leaders across Latvia.
The study was carried out under the state research programme project “Innovative Solutions for Implementing Blended Learning in the Context of the Digital Transformation of the Learning Process.”
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