Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
The development of pertinent and effective in-service teacher training remains a policy challenge for many countries in Latin America and the Caribbean. Ecuador stands out as a country in the region that has made significant investments in teacher...
| Main Authors: | , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2019
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/697161565266289997/Using-Student-and-Teacher-Assessments-to-Design-More-Pertinent-In-Service-Teacher-Training-The-Case-of-Ecuador http://hdl.handle.net/10986/32222 |
| Summary: | The development of pertinent and
effective in-service teacher training remains a policy
challenge for many countries in Latin America and the
Caribbean. Ecuador stands out as a country in the region
that has made significant investments in teacher training in
the past decade. However, most in-service training provision
has been designed without enough elements to properly
address teachers' skills gaps. This paper proposes a
roadmap for improving the design of in-service teacher
training in Ecuador using available data from student and
teacher assessments. Although countries in the region have
made important efforts to carry out periodic evaluations of
student and teacher performance, the data resulting from
these evaluations are rarely used to guide teacher
development programs. The analysis presented in this paper
suggests that doing so has the potential to raise program
pertinence while allowing the prioritization of investments
in teachers and students with the greatest needs. |
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