Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training

• Tác giả: Sebastian Burgos-Davila
• Ngôn ngữ: eng
• Ký hiệu phân loại: 170.1 Ethics (Moral philosophy)
• Thông tin xuất bản: World Bank, Washington, DC, 2019
• Bộ sưu tập: Tài liệu truy cập mở
• ID: 309381
• Chủ đề: 1. EDUCATION QUALITY; 2. PROFESSIONAL DEVELOPMENT; 3. TEACHER PERFORMANCE; 4. TEACHER TRAINING

Tóm tắt

The development of pertinent and effective in-service teacher training remains a policy challenge for many countries in Latin America and the Caribbean. Ecuador stands out as a country in the region that has made significant investments in teacher training in the past decade. However, most in-service training provision has been designed without enough elements to properly address teachers' skills gaps. This paper proposes a roadmap for improving the design of in-service teacher training in Ecuador using available data from student and teacher assessments. Although countries in the region have made important efforts to carry out periodic evaluations of student and teacher performance, the data resulting from these evaluations are rarely used to guide teacher development programs. The analysis presented in this paper suggests that doing so has the potential to raise program pertinence while allowing the prioritization of investments in teachers and students with the greatest needs.