Training to teach science: Experimental evidence from Argentina

Arbeitspapier

This paper uses a RCT implemented in state schools in Argentina to estimate the learning impact and cost-effectiveness of different teacher training methods: structured curricula and coaching. Our findings suggest that there is a substantial gain in terms of learning for students with teachers being trained using structured curricula and coaching (between 55% and 64% of a standard deviation more than those students in the control group). Coaching teachers does not appear as a cost-effective intervention since the unit cost per 0.1 standard deviation is more than twice the cost of using a structured curriculum only. However, additional coaching is particularly relevant for relatively inexperienced teachers. A structured curriculum and coaching also affect perceptions: teachers enjoyed more teaching Science, they taught more hours of Science and students learned more and developed more skills.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: CREDIT Research Paper ; No. 17/08

Classification and Topics

• Classification: Wirtschaft ; Field Experiments ; Analysis of Education ; Education: Government Policy
• Subject: Science education ; Teacher training ; Experimental study

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Albornoz, Facundo ; Anauati, María Victoria ; Furman, Melina ; Luzuriaga, Mariana ; de Podestá, María Eugenia ; Taylor, Inés
• Event: Veröffentlichung
• (who): The University of Nottingham, Centre for Research in Economic Development and International Trade (CREDIT)
• (where): Nottingham
• (when): 2017

Further information

• Handle: http://hdl.handle.net/10419/210835
• Last update: 10.03.2025, 11:43 AM CET