Training Teachers on the Job : What Works and How to Measure It
A significant body of research demonstrates that teachers and the quality of their teaching are crucial components of student learning. Many teachers in resource-poor environments have limited knowledge, skills, or motivation. Some impact evaluatio...
| Main Authors: | , , |
|---|---|
| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2016/09/26816796/training-teachers-job-works-measure http://hdl.handle.net/10986/25150 |
| Summary: | A significant body of research
demonstrates that teachers and the quality of their teaching
are crucial components of student learning. Many teachers in
resource-poor environments have limited knowledge, skills,
or motivation. Some impact evaluations have shown promising
results from interventions to improve the quality of
teaching. This paper reviews the existing body of evidence
on what kinds of in-service teacher training interventions
are most effective, and highlights the knowledge gaps. It
reveals the dearth of detail on the nature of teacher
training interventions and proposes a standard set of
indicators -- the In-Service Teacher Training Survey
Instrument—for reporting on such programs as a prerequisite
for understanding which interventions lead to improved
student learning. Across a set of 26 programs with impact
evaluations and student learning results, programs that
provide complementary materials, focus on a specific
subject, and include follow-up visits tend to show higher
gains. Programs that use non-education professionals as
trainers tend to have worse outcomes. Statistical power to
identify these effects is limited, and use of these standard
indicators in future impact evaluations will facilitate more
precise inference. |
|---|