Language:
English
Pages:
1 Online-Ressource (circa 65 Seiten)
,
Illustrationen
Series Statement:
Policy research working paper 8572
Series Statement:
World Bank E-Library Archive
Series Statement:
Policy research working paper
Parallel Title:
Erscheint auch als Popova, Anna Teacher Professional Development around the World: The Gap between Evidence and Practice
Keywords:
Graue Literatur
Abstract:
Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those characteristics. The authors propose a standard set of 70 indicators-the In-Service Teacher Training Survey Instrument-for reporting on professional development programs as a prerequisite for understanding the characteristics of those programs that improve student learning. The authors apply the instrument to rigorously evaluated professional development programs in low- and middle-income countries. Across 33 programs, those programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. The authors then apply the instruments to a sample of 139 government-funded, at-scale professional development programs across 14 countries. This analysis uncovers a sharp gap between the characteristics of teacher professional development programs that evidence suggests are effective and the global realities of most teacher professional development programs
DOI:
10.1596/1813-9450-8572
URL:
Volltext
(Deutschlandweit zugänglich)
URL:
Deutschlandweit zugänglich
