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...

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Main Authors:	Angel-Urdinola, Diego F., Burgos-Davila, Sebastian
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2019
Subjects:	EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE
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

id	okr-10986-32222
recordtype	oai_dc
spelling	okr-10986-322222022-08-26T12:19:04Z Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador Angel-Urdinola, Diego F. Burgos-Davila, Sebastian EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE 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. 2019-08-08T18:32:14Z 2019-08-08T18:32:14Z 2019-08 Working Paper 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 English Policy Research Working Paper;No. 8970 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean Ecuador
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE
spellingShingle	EDUCATION QUALITY TEACHER TRAINING PROFESSIONAL DEVELOPMENT TEACHER PERFORMANCE Angel-Urdinola, Diego F. Burgos-Davila, Sebastian Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
geographic_facet	Latin America & Caribbean Ecuador
relation	Policy Research Working Paper;No. 8970
description	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.
format	Working Paper
author	Angel-Urdinola, Diego F. Burgos-Davila, Sebastian
author_facet	Angel-Urdinola, Diego F. Burgos-Davila, Sebastian
author_sort	Angel-Urdinola, Diego F.
title	Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
title_short	Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
title_full	Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
title_fullStr	Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
title_full_unstemmed	Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador
title_sort	using student and teacher assessments to design more pertinent in-service teacher training : the case of ecuador
publisher	World Bank, Washington, DC
publishDate	2019
url	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
_version_	1764476065518977024

Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training : The Case of Ecuador

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