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When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools

Author

Listed:
  • Suzanne Bellue

    (CREST - Centre de Recherche en Économie et Statistique - ENSAI - Ecole Nationale de la Statistique et de l'Analyse de l'Information [Bruz] - X - École polytechnique - IP Paris - Institut Polytechnique de Paris - ENSAE Paris - École Nationale de la Statistique et de l'Administration Économique - CNRS - Centre National de la Recherche Scientifique)

  • Adrien Bouguen

    (Santa Clara University)

  • Marc Gurgand

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Valerie Munier

    (LIRDEF - Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation - UPVM - Université Paul-Valéry - Montpellier 3 - UM - Université de Montpellier)

  • André Tricot

    (UPVM - Université Paul-Valéry - Montpellier 3)

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 randomized study of an intensive in-service teacher training program conducted in France during and after the training program's implementation. 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 afterward struggled to apply skills to contents not directly covered during training.

Suggested Citation

  • Suzanne Bellue & Adrien Bouguen & Marc Gurgand & Valerie Munier & André Tricot, 2024. "When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools," Post-Print halshs-04811107, HAL.
    • Handle: RePEc:hal:journl:halshs-04811107
    DOI: 10.1016/j.econedurev.2024.102599
    as

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