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Who enters teaching and why are questions of immense social and political importance throughout the world. This paper presents a scoping review of empirical studies, published between 2007 and 2016, that addressed influences on the choice of teaching as a career. Seventy articles were analysed descriptively and substantively. Our overview of the nature, extent, and range of research published in these articles highlights that most studies focus on motivations for teaching, with intrinsic and altruistic motivations most commonly identified. We argue that a broader range of theoretical perspectives could add fresh insights to the question of why people choose teaching. [ABSTRACT FROM AUTHOR]

Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer-observation, and wait-list control groups. Students in the QTR group made 25% more progress in mathematics than the control group (g = 0.12, 95% CI: 0.07–0.17). This result supports QTR as a form of PD with significant potential for wider impact. • A four-arm randomised controlled trial examining PD effects on student achievement. • PD intervention was pedagogy-focused Quality Teaching Rounds (QTR). • QTR has significant impact on students' mathematics achievement. • PLCs undertaking peer observation insufficient for growth in achievement. • QTR is a powerful form of PD with significant potential for wider impact. [ABSTRACT FROM AUTHOR]