Training to teach science: experimental evidence from Argentina

Facundo Albornoz, María Victoria Anauati, Melina Furman, Mariana Luzuriaga, María Eugenia Podestá and Inés Taylor

No 2017-08, Discussion Papers from University of Nottingham, CREDIT

Abstract: This paper uses a RCT implemented in state schools in Argentina to estimate the learning impact and cost-effectiveness of different teacher training methods: structured curricula and coaching. Our findings suggest that there is a substantial gain in terms of learning for students with teachers being trained using structured curricula and coaching (between 55% and 64% of a standard deviation more than those students in the control group). Coaching teachers does not appear as a cost-effective intervention since the unit cost per 0.1 standard deviation is more than twice the cost of using a structured curriculum only. However, additional coaching is particularly relevant for relatively inexperienced teachers. A structured curriculum and coaching also affect perceptions: teachers enjoyed more teaching Science, they taught more hours of Science and students learned more and developed more skills.

Keywords: Science education; Teacher training; Experimental study (search for similar items in EconPapers)
Date: 2017
New Economics Papers: this item is included in nep-edu, nep-exp, nep-lam and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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https://www.nottingham.ac.uk/credit/documents/papers/2017/17-08.pdf (application/pdf)

Related works:
Journal Article: Training to Teach Science: Experimental Evidence from Argentina (2020)
Working Paper: Training to Teach Science: Experimental Evidence from Argentina (2018)
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Persistent link: https://EconPapers.repec.org/RePEc:not:notcre:17/08

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