Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a computerized program for middle school mathematics teachers that provides frequent opportunities for teachers to interact with and obtain personalized and real-time feedback from a virtual facilitator based on natural language processing. Based on the data collected from 1727 middle school students in an experiment in which the teachers of these students were randomly assigned to the program or the business-as-usual condition (i.e., the control group), we found that the program had a statistically significant impact on students’ mathematics performance. These results demonstrate the potential of incorporating an automated, interactive feedback tool supported by artificial intelligence to create effective, scalable teacher PD.

学者和从业者呼吁为教师提供个性化且广泛可及的专业发展（PD）。然而，定制支持与增加获得此类支持的机会之间长期存在的紧张关系阻碍了扩大针对个别教师的高质量专业发展。本研究通过为中学数学教师开发一个计算机化程序来解决这一挑战，该程序为教师提供了与基于自然语言处理的虚拟辅导员互动并获得个性化和实时反馈的频繁机会。根据一项实验中收集的 1727 名中学生的数据，这些学生的老师被随机分配到该项目或一切照常的条件下（即对照组），我们发现该项目具有统计上的对学生的数学成绩影响重大。这些结果证明了结合人工智能支持的自动化、交互式反馈工具来创建有效、可扩展的教师 PD 的潜力。