Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/279096 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 16398
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
While 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 in France: during and after implementation. Our estimates highlight the short-run effectiveness of the training program; it successfully improves students' outcomes 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 acquired skills to contents not directly covered in the training.
Schlagwörter: 
in-service teacher training
professional development
teacher effect
JEL: 
I20
Dokumentart: 
Working Paper

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