Effective Teacher Training in Low-Income Countries : The Power of Observational Learning Research

The Education for All (EFA) initiative depends on students being taught by suitably and sufficiently trained teachers. But time-on-task studies conducted in low-income countries show that relatively little time is being spent on instruction, includ...

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Bibliographic Details
Main Author:	Abadzi, Helen
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	ABSENTEEISM ACADEMIC DEFICITS ACTIVE LEARNING ADULTS AGE GROUPS ARITHMETIC BASIC SKILLS BETTER EDUCATED TEACHERS CALL CLASS TIME CLASSROOM CLASSROOM MANAGEMENT CLASSROOM PRACTICE CLASSROOM TEACHING CLASSROOMS COGNITIVE PSYCHOLOGY COLLEGE STUDENTS COMMUNITY PARTICIPATION COMPUTER SCIENCE COMPUTER SCIENTISTS CURRICULA CURRICULUM DEMONSTRATION DEVELOPMENT INTERVENTION DISABLED CHILDREN DISTANCE EDUCATION EARLY LITERACY EDUCATED PEOPLE EDUCATED TEACHERS EDUCATION DEVELOPMENT EDUCATION EXPERTS EDUCATION FOR ALL EDUCATION POLICY EDUCATION PROGRAMS EDUCATION STUDENTS EDUCATIONAL DEVELOPMENT EDUCATIONAL METHODS EDUCATIONAL PSYCHOLOGY EDUCATIONAL RESEARCH EXCEPTIONAL CHILDREN EXTENSION WORK GENDER BIAS GIRLS GOAL SETTING GROUPS OF TEACHERS HEAD START HUMAN LEARNING ILLITERACY INSERVICE TRAINING INSTRUCTION INSTRUCTIONAL SYSTEM INSTRUCTIONAL TIME INSTRUCTIONAL VIDEOS INTERACTIVE RADIO INTERACTIVE RADIO INSTRUCTION INTERVENTIONS JOB TRAINING LEARNING LEARNING COMMUNITIES LEARNING DISABILITY LEARNING OUTCOMES LECTURES LESSON PLANS LITERACY LITERACY SKILLS LITERATURE LOCAL TEACHERS MASTER TEACHERS MICROTEACHING OLDER ADULTS PEDAGOGICAL APPROACHES PEDAGOGICAL SKILLS PEDAGOGY PEER TUTORING PERSONALITY PRESERVICE TEACHER TRAINING PRESERVICE TRAINING PRIMARY SCHOOL PRIMARY SCHOOL CHILDREN PRINCIPALS PROFESSIONAL DEVELOPMENT QUALITY INSTRUCTION RADIO MATERIALS READING READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION RURAL SCHOOLS SCHOOL LEVEL SCHOOL TEACHERS SCHOOLS SCIENTISTS SKILLS TRAINING SOCIAL LEARNING SOCIAL PSYCHOLOGY SOCIAL SKILLS SPECIAL EDUCATION SPORTS STAFF DEVELOPMENT STUDENT ACHIEVEMENT STUDENT ATTENDANCE STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PARTICIPATION STUDENT PERFORMANCE STUDENT SUCCESS STUDENT TEACHERS STUDENTS WITH DISABILITIES SUBJECT MATTER SUBJECT MATTER KNOWLEDGE SUBJECTS TEACHER TEACHER BEHAVIORS TEACHER EDUCATION TEACHER EDUCATION PROGRAMS TEACHER EDUCATORS TEACHER PERFORMANCE TEACHER TRAINERS TEACHER TRAINING TEACHER TRAINING ACTIVITIES TEACHER TRAINING PROGRAMS TEACHER-STUDENT RELATIONSHIPS TEACHING TEACHING METHODS TEACHING SKILLS TEACHING-LEARNING TEST SCORES TEXTBOOK TRAINEES TRAINING ACTIVITIES TRAINING CENTER TRAINING MATERIALS TRAINING METHODS TRAINING OF EDUCATORS TRAINING OF TRAINERS TRAINING PROGRAMS USE OF TEXTBOOKS VIDEO RECORDING WORK ENVIRONMENT WORKERS
Online Access:	http://documents.worldbank.org/curated/en/235581468327001380/Effective-teacher-training-in-low-income-countries-the-power-of-observational-learning-research http://hdl.handle.net/10986/26820

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Summary:	The Education for All (EFA) initiative depends on students being taught by suitably and sufficiently trained teachers. But time-on-task studies conducted in low-income countries show that relatively little time is being spent on instruction, including the critical teaching of reading. Teachers may be absent often and may avoid teaching when in school (Abadzi 2007). They may engage with the few students who can do the work, neglecting the rest (Llambiri 2006, Abadzi and Llambiri 2011). They may fail to use textbooks even when they exist and spend class time copying on the blackboard. The same issues affect supervisors and principals (Abadzi 2006). As a result, students may graduate or drop out illiterate. The investments in teacher training are potentially valuable, but need to be linked to results. Thus far evidence is limited. Preservice training often lasts 6-9 months compared to 3-4 years in higher-income countries and may be insufficient to remedy students' academic deficits or teach them how to teach. The poor results have disappointed governments and donors. The persistent teacher training problems worldwide make it imperative to seek new means for changing behaviors, particularly for poorly paid teachers with limited education. This must be done relatively quickly and efficiently so that teachers can impart basic skills to their students. Since feasible educational methods seem to have been exhausted, it is useful to look for solutions in the field that studies behavior. Even for better educated teachers in lower-income countries, the capacity for formulating and solving complex problems such as those presented in teaching real classrooms may be limited compared to some 'ideal' model (Feldon 2007).

Effective Teacher Training in Low-Income Countries : The Power of Observational Learning Research

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