When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools

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

Economics of Education Review, 2024, vol. 103, issue C

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 randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation. 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 afterward 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)
Date: 2024
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Working Paper: When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools (2023)
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:eee:ecoedu:v:103:y:2024:i:c:s0272775724000931

DOI: 10.1016/j.econedurev.2024.102599

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