Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training
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.
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| Format: | Working Paper biblioteca |
| Language: | English |
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World Bank, Washington, DC
2019-08
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| Subjects: | EDUCATION QUALITY, TEACHER TRAINING, PROFESSIONAL DEVELOPMENT, TEACHER PERFORMANCE, |
| Online Access: | http://documents.worldbank.org/curated/en/697161565266289997/Using-Student-and-Teacher-Assessments-to-Design-More-Pertinent-In-Service-Teacher-Training-The-Case-of-Ecuador https://hdl.handle.net/10986/32222 |
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dig-okr-10986322222024-08-09T06:46:38Z Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training The Case of Ecuador Burgos-Davila, Sebastian Angel-Urdinola, Diego F. EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE 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. 2019-08-08T18:32:14Z 2019-08-08T18:32:14Z 2019-08 Working Paper Document de travail Documento de trabajo http://documents.worldbank.org/curated/en/697161565266289997/Using-Student-and-Teacher-Assessments-to-Design-More-Pertinent-In-Service-Teacher-Training-The-Case-of-Ecuador https://hdl.handle.net/10986/32222 English Policy Research Working Paper;No. 8970 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf World Bank, Washington, DC |
| institution |
Banco Mundial |
| collection |
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| country |
Estados Unidos |
| countrycode |
US |
| component |
Bibliográfico |
| access |
En linea |
| databasecode |
dig-okr |
| tag |
biblioteca |
| region |
America del Norte |
| libraryname |
Biblioteca del Banco Mundial |
| language |
English |
| topic |
EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE |
| spellingShingle |
EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE Burgos-Davila, Sebastian Angel-Urdinola, Diego F. Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| description |
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. |
| format |
Working Paper |
| topic_facet |
EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE |
| author |
Burgos-Davila, Sebastian Angel-Urdinola, Diego F. |
| author_facet |
Burgos-Davila, Sebastian Angel-Urdinola, Diego F. |
| author_sort |
Burgos-Davila, Sebastian |
| title |
Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| title_short |
Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| title_full |
Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| title_fullStr |
Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| title_full_unstemmed |
Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training |
| title_sort |
using student and teacher assessments to design more pertinent in-service teacher training |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019-08 |
| url |
http://documents.worldbank.org/curated/en/697161565266289997/Using-Student-and-Teacher-Assessments-to-Design-More-Pertinent-In-Service-Teacher-Training-The-Case-of-Ecuador https://hdl.handle.net/10986/32222 |
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AT burgosdavilasebastian usingstudentandteacherassessmentstodesignmorepertinentinserviceteachertraining AT angelurdinoladiegof usingstudentandteacherassessmentstodesignmorepertinentinserviceteachertraining AT burgosdavilasebastian thecaseofecuador AT angelurdinoladiegof thecaseofecuador |
| _version_ |
1807158190848081920 |