Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/314625 
Year of Publication: 
2025
Series/Report no.: 
IZA Discussion Papers No. 17728
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
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.
Subjects: 
coaching
knowledge transfer
school teachers
field experiment
JEL: 
I21
J24
Document Type: 
Working Paper

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