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When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools

Author

Listed:
  • Suzanne Bellue
  • Adrien Bouguen
  • Marc Gurand
  • Valerie Munier
  • André Tricot

Abstract

Although in-service teacher training programs are designed to enhance the performance of several cohorts of students, there is little evidence on the persistence of their effects. We present the two-year results of a large-scale randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation year. Our results highlight the short-run effectiveness of the training program: it successfully improves students’ performance but only during the implementation year. A detailed analysis of teachers’ outcomes indicates that teachers changed their pedagogical vision and practices but struggled to apply skills to contents not directly covered during training.

Suggested Citation

  • Suzanne Bellue & Adrien Bouguen & Marc Gurand & Valerie Munier & André Tricot, 2023. "When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools," CRC TR 224 Discussion Paper Series crctr224_2023_455, University of Bonn and University of Mannheim, Germany.
    • Handle: RePEc:bon:boncrc:crctr224_2023_455
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    References listed on IDEAS

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    1. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
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    5. Prashant Loyalka & Anna Popova & Guirong Li & Zhaolei Shi, 2019. "Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program," American Economic Journal: Applied Economics, American Economic Association, vol. 11(3), pages 128-154, July.
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    10. Jacobus Cilliers & Brahm Fleisch & Cas Prinsloo & Stephen Taylor, 2020. "How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching," Journal of Human Resources, University of Wisconsin Press, vol. 55(3), pages 926-962.
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    More about this item

    Keywords

    in-service teacher training; professional development; teacher effect;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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