Template-Type: ReDIF-Paper 1.0
Title: When Effective Teacher Training Falls Short in the Classroom: Evidence from an Experiment in Primary Schools
Author-Name: Suzanne Bellue
Author-Email: sbellue@uni-mannheim.de
Author-Name: Adrien Bouguen
Author-Email:
Author-Name: Marc Gurand
Author-Email:
Author-Name: Valerie Munier
Author-Email:
Author-Name: André Tricot
Author-Email:
Classification-JEL: I20
Keywords: in-service teacher training, professional development, teacher effect

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.

Note: 
Length: 54
Creation-Date: 2023-08
Revision-Date:
File-URL: https://www.crctr224.de/research/discussion-papers/archive/dp455
File-Format: application/pdf
Handle: RePEc:bon:boncrc:CRCTR224_2023_455