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Modelling evidence-based practice in initial teacher training: causal effects on teachers' skills, knowledge and self-efficacy

Author

Listed:
  • Sam Sims

    (UCL Centre for Education Policy & Equalising Opportunities, University College London)

  • Harry Fletcher-Wood

    (Ambition Institute)

  • Thomas Godfrey-Faussett

    (Ambition Institute)

  • Peps Mccrea

    (Ambition Institute)

  • Stefanie Meliss

    (Ambition Institute)

Abstract

Teacher education/training often incorporates observable examples of focal teaching practices - models. Yet, there is little causal evidence on the benefits of models or how best to design them. We used a classroom simulator experiment to test the effects of video models on trainee teachers' skills, knowledge, and self-efficacy in relation to using retrieval practice at the end of a primary school science unit. Results showed that models improved participants' skills, but not their knowledge or self-efficacy. Adding annotations to the models had no additional benefit. Incorporating models in initial teacher training can help new teachers make better use of evidence-based teaching practices.

Suggested Citation

  • Sam Sims & Harry Fletcher-Wood & Thomas Godfrey-Faussett & Peps Mccrea & Stefanie Meliss, 2023. "Modelling evidence-based practice in initial teacher training: causal effects on teachers' skills, knowledge and self-efficacy," CEPEO Working Paper Series 23-09, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2023.
    • Handle: RePEc:ucl:cepeow:23-09
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp23-09.pdf
    File Function: First version, 2023
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    References listed on IDEAS

    as
    1. Sam Sims & Harry Fletcher-Wood & Alison O'Mara-Eves & Sarah Cottingham & Claire Stansfield & Josh Goodrich & Jo Van Herwegen & Jake Anders, 2022. "Effective teacher professional development: new theory and a meta-analytic test," CEPEO Working Paper Series 22-02, UCL Centre for Education Policy and Equalising Opportunities, revised Jan 2022.
    2. Armin Falk & James J. Heckman, 2009. "Lab Experiments are a Major Source of Knowledge in the Social Sciences," Working Papers 200935, Geary Institute, University College Dublin.
    3. Paul Goldsmith-Pinkham & Peter Hull & Michal Koles'ar, 2021. "Contamination Bias in Linear Regressions," Papers 2106.05024, arXiv.org, revised Jun 2024.
    4. Yankun Han & Syed Kamaruzaman Bin Syed Ali & Lifu Ji, 2022. "Use of Observational Learning to Promote Motor Skill Learning in Physical Education: A Systematic Review," IJERPH, MDPI, vol. 19(16), pages 1-18, August.
    5. Sam Sims & Jake Anders & Matthew Inglis & Hugues Lortie-Forgues & Ben Styles & Ben Weidmann, 2023. "Experimental education research: rethinking why, how and when to use random assignment," CEPEO Working Paper Series 23-07, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2023.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Briony Banks & Sam Sims & Jennifer Curran & Stefanie Meliss & Nazlin Chowdhury & Havva Gorkem Altunbas & Nikoletta Alexandri & Leila MacTavish & Isabel Instone, 2024. "Decomposition and recomposition in teacher education," CEPEO Working Paper Series 24-08, UCL Centre for Education Policy and Equalising Opportunities, revised Oct 2024.

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    More about this item

    Keywords

    teachers; professional development; models;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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    This paper has been announced in the following NEP Reports:

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