Training to teach science: experimental evidence from Argentina
Facundo Albornoz (),
María Victoria Anauati,
María Eugenia Podestá and
No 2017-08, Discussion Papers from University of Nottingham, CREDIT
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)
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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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