Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/314625 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17728
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We study the effect of peer coaching separately from the effect of training on teachers' implementation of new teaching techniques. We conducted a preregistered field experiment involving 68 teachers and 1,490 students in Denmark. Teachers in an active control group took part in a teaching program that introduced new teaching techniques. On top of the teaching program, the treatment group received coaching from peers. External observers, blinded to the treatment status, assessed teachers' use of the program techniques in the classroom. While we observe increased transfer to teachers' practices, the overall effects are mixed, calling for caution.
Schlagwörter: 
coaching
knowledge transfer
school teachers
field experiment
JEL: 
I21
J24
Dokumentart: 
Working Paper

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