Teacher training : a review of World Bank experience
Haddad, Wadi D | EDT
Although some assumptions concerning the contributing effect of the teacher variable on student achievement were challenged in the 1960s & 1970s in developed countries, recent empirical research revealed evidence of significant relationships between some teacher variables & student achievement. Results of research in developing countries (DC) have been less ambiguous & more supportive of the positive effect of teacher training on teacher performance & student achievement, but there is no indication that increasing the level of qualifications beyond a certain point produces better results. There seems to be a "bracket" of knowledge & skills that teachers must possess for teaching different subjects at different levels, below which they cannot teach effectively & above which additional preparation is not cost-effective. Recent pedagogical research has highlighted the importance of instructional time, particularly in situations where students lack the resources to develop into independent learners. This makes the role of teachers in DCs very crucial in managing instructional tasks & teacher centered activities. This paper reviews Bank experience in the treatment of these issues in project components involving training of primary and general secondary school teachers.
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