Training Teachers on the Job : What Works and How to Measure It

Popova, Anna ; Evans, David K. ; Arancibia, Violeta

World Bank, Washington, DC

关键词: teacher training;    education quality;   

DOI  :  10.1596/1813-9450-7834
RP-ID  :  WPS7834

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

A significant body of researchdemonstrates that teachers and the quality of their teachingare crucial components of student learning. Many teachers inresource-poor environments have limited knowledge, skills,or motivation. Some impact evaluations have shown promisingresults from interventions to improve the quality ofteaching. This paper reviews the existing body of evidenceon what kinds of in-service teacher training interventionsare most effective, and highlights the knowledge gaps. Itreveals the dearth of detail on the nature of teachertraining interventions and proposes a standard set ofindicators -- the In-Service Teacher Training SurveyInstrument—for reporting on such programs as a prerequisitefor understanding which interventions lead to improvedstudent learning. Across a set of 26 programs with impactevaluations and student learning results, programs thatprovide complementary materials, focus on a specificsubject, and include follow-up visits tend to show highergains. Programs that use non-education professionals astrainers tend to have worse outcomes. Statistical power toidentify these effects is limited, and use of these standardindicators in future impact evaluations will facilitate moreprecise inference.