The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia

Alejandro Farieta and Marcos Delprato

International Journal of Educational Development, 2024, vol. 104, issue C

Abstract: Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined with propensity score matching with regression adjustment, we use national data from Colombia to show that students in B.Ed. in philosophy outperformed students in other B.Ed. in critical reading test (0.401–0.124 SD), and, importantly, with higher effects observed for students with lower prior academic achievement (0.44 SD). This suggests that philosophy can help to narrow educational outcomes of students whose socioeconomic conditions are disadvantageous, contributing to social justice in education.

Keywords: Philosophy; Critical reading; Educational policy; Initial teacher education; Standardized tests; Propensity score matching (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:104:y:2024:i:c:s073805932300250x

DOI: 10.1016/j.ijedudev.2023.102974

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