When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools

Suzanne Bellue, Adrien Bouguen, Marc Gurand, Valerie Munier and André Tricot

CRC TR 224 Discussion Paper Series from University of Bonn and University of Mannheim, Germany

Abstract: Although in-service teacher training programs are designed to enhance the performance of several cohorts of students, there is little evidence on the persistence of their effects. We present the two-year results of a large-scale randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation year. Our results highlight the short-run effectiveness of the training program: it successfully improves students’ performance but only during the implementation year. A detailed analysis of teachers’ outcomes indicates that teachers changed their pedagogical vision and practices but struggled to apply skills to contents not directly covered during training.

Keywords: in-service teacher training; professional development; teacher effect (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 54
Date: 2023-08
New Economics Papers: this item is included in nep-exp and nep-ure
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Journal Article: When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools (2024)
Working Paper: When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools (2023)
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Persistent link: https://EconPapers.repec.org/RePEc:bon:boncrc:crctr224_2023_455

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