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

24 Pages Posted: 9 Aug 2019

Date Written: August 8, 2019

Abstract

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.

Keywords: Educational Sciences, Educational Institutions & Facilities, Effective Schools and Teachers, Skills Development and Labor Force Training

Suggested Citation

Angel-Urdinola, Diego F. and Burgos Davila, Sebastian Francisco, Using Student and Teacher Assessments to Design More Pertinent In-Service Teacher Training: The Case of Ecuador (August 8, 2019). World Bank Policy Research Working Paper No. 8970. Available at SSRN: https://ssrn.com/abstract=3434752

Diego F. Angel-Urdinola (Contact Author)

World Bank ( email )

1818 H Street, N.W.
Washington, DC 20433
United States

Sebastian Francisco Burgos Davila

World Bank

1818 H Street, NW
Washington, DC 20433
United States

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