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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 ()
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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

Abstract: 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
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Handle: RePEc:ucl:cepeow:23-09