The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project

Based on qualitative and quantitative data collected from an investigation of the flagship National Teacher Training Project (NTTP) in China, this study compares impacts teacher professional development (PD) programs located at different distances participants’ workplaces. The argues that local nonlocal play roles PD. While are conducive to teachers’ mastery context-specific knowledge skills directly connected subject teaching, crucial for continuous long term. two types supplementary each other, teachers need access both programs.