Modelling evidence-based practice in initial teacher training: causal effects on teachers' skills, knowledge and self-efficacy
Sam Sims (),
Harry Fletcher-Wood (),
Thomas Godfrey-Fassett (),
Peps Mccrea () and
Stefanie Meliss ()
Additional contact information
Sam Sims: UCL Centre for Education Policy & Equalising Opportunities, University College London
Harry Fletcher-Wood: Ambition Institute
Thomas Godfrey-Fassett: Ambition Institute
Peps Mccrea: Ambition Institute
Stefanie Meliss: Ambition Institute
No 23-09, CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities
Teacher education/training often incorporates observable examples of focal teaching practices - models. Yet, there is little causal evidence on the benefits of models or how best to design them. We used a classroom simulator experiment to test the effects of video models on trainee teachers' skills, knowledge, and self-efficacy in relation to using retrieval practice at the end of a primary school science unit. Results showed that models improved participants' skills, but not their knowledge or self-efficacy. Adding annotations to the models had no additional benefit. Incorporating models in initial teacher training can help new teachers make better use of evidence-based teaching practices.
Keywords: teachers; professional development; models (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 41 pages
Date: 2023-08, Revised 2023-08
New Economics Papers: this item is included in nep-edu, nep-exp, nep-knm and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp23-09.pdf First version, 2023 (application/pdf)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:ucl:cepeow:23-09
Access Statistics for this paper
More papers in CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities Contact information at EDIRC.
Bibliographic data for series maintained by Jake Anders ().