Does Teacher Training Make Teachers More Effective? Evidence from TIMSS.
(2021) NEKN01 20211Department of Economics
- Abstract
- Several countries have recently increased their efforts to improve teaching quality by focusing their attention on pre- and in-service teacher training. This raises the question whether such training makes teachers actually more effective. Yet, the existing literature on teacher training is limited and inconclusive. Using cross-sectional data from the Trends in International Mathematics and Science Study (TIMSS), we follow a within-student fixed effects approach and show that in-service teacher training does significantly benefit student achievements. More specifically, teachers’ participation in professional development increases students’ standardized test scores by 0.031-0.040 of a standard deviation. Moreover, we identify a dose... (More)
- Several countries have recently increased their efforts to improve teaching quality by focusing their attention on pre- and in-service teacher training. This raises the question whether such training makes teachers actually more effective. Yet, the existing literature on teacher training is limited and inconclusive. Using cross-sectional data from the Trends in International Mathematics and Science Study (TIMSS), we follow a within-student fixed effects approach and show that in-service teacher training does significantly benefit student achievements. More specifically, teachers’ participation in professional development increases students’ standardized test scores by 0.031-0.040 of a standard deviation. Moreover, we identify a dose response pattern suggesting that increasing participation hours in such programs are associated with rising teacher effectiveness. In contrast, we do not find any evidence that pre-service teacher training has a significant impact on student performance. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9050964
- author
- Schwarz, Christina LU and Maschmann, Lukas LU
- supervisor
- organization
- course
- NEKN01 20211
- year
- 2021
- type
- H1 - Master's Degree (One Year)
- subject
- keywords
- teacher training, student achievement, professional development, education, TIMSS
- language
- English
- id
- 9050964
- date added to LUP
- 2021-07-05 13:28:02
- date last changed
- 2021-07-05 13:28:02
@misc{9050964, abstract = {{Several countries have recently increased their efforts to improve teaching quality by focusing their attention on pre- and in-service teacher training. This raises the question whether such training makes teachers actually more effective. Yet, the existing literature on teacher training is limited and inconclusive. Using cross-sectional data from the Trends in International Mathematics and Science Study (TIMSS), we follow a within-student fixed effects approach and show that in-service teacher training does significantly benefit student achievements. More specifically, teachers’ participation in professional development increases students’ standardized test scores by 0.031-0.040 of a standard deviation. Moreover, we identify a dose response pattern suggesting that increasing participation hours in such programs are associated with rising teacher effectiveness. In contrast, we do not find any evidence that pre-service teacher training has a significant impact on student performance.}}, author = {{Schwarz, Christina and Maschmann, Lukas}}, language = {{eng}}, note = {{Student Paper}}, title = {{Does Teacher Training Make Teachers More Effective? Evidence from TIMSS.}}, year = {{2021}}, }