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Effective Teacher Training in Low-Income Countries: The Power of Observational Learning Research

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dc.contributor.authorAbadzi, Helen
dc.date.accessioned2017-06-01T19:04:44Z
dc.date.available2017-06-01T19:04:44Z
dc.date.issued2012-11-01
dc.description.abstractThe Education for All (EFA) initiative depends on students being taught by suitably and sufficiently trained teachers. But time-on-task studies conducted in low-income countries show that relatively little time is being spent on instruction, including the critical teaching of reading. Teachers may be absent often and may avoid teaching when in school (Abadzi 2007). They may engage with the few students who can do the work, neglecting the rest (Llambiri 2006, Abadzi and Llambiri 2011). They may fail to use textbooks even when they exist and spend class time copying on the blackboard. The same issues affect supervisors and principals (Abadzi 2006). As a result, students may graduate or drop out illiterate. The investments in teacher training are potentially valuable, but need to be linked to results. Thus far evidence is limited. Preservice training often lasts 6-9 months compared to 3-4 years in higher-income countries and may be insufficient to remedy students' academic deficits or teach them how to teach. The poor results have disappointed governments and donors. The persistent teacher training problems worldwide make it imperative to seek new means for changing behaviors, particularly for poorly paid teachers with limited education. This must be done relatively quickly and efficiently so that teachers can impart basic skills to their students. Since feasible educational methods seem to have been exhausted, it is useful to look for solutions in the field that studies behavior. Even for better educated teachers in lower-income countries, the capacity for formulating and solving complex problems such as those presented in teaching real classrooms may be limited compared to some 'ideal' model (Feldon 2007).en
dc.identifierhttp://documents.worldbank.org/curated/en/235581468327001380/Effective-teacher-training-in-low-income-countries-the-power-of-observational-learning-research
dc.identifier.doi10.1596/26820
dc.identifier.urihttps://hdl.handle.net/10986/26820
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesGPE Working Paper Series on Learning;No. 11
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectABSENTEEISM
dc.subjectACADEMIC DEFICITS
dc.subjectACTIVE LEARNING
dc.subjectADULTS
dc.subjectAGE GROUPS
dc.subjectARITHMETIC
dc.subjectBASIC SKILLS
dc.subjectBETTER EDUCATED TEACHERS
dc.subjectCALL
dc.subjectCLASS TIME
dc.subjectCLASSROOM
dc.subjectCLASSROOM MANAGEMENT
dc.subjectCLASSROOM PRACTICE
dc.subjectCLASSROOM TEACHING
dc.subjectCLASSROOMS
dc.subjectCOGNITIVE PSYCHOLOGY
dc.subjectCOLLEGE STUDENTS
dc.subjectCOMMUNITY PARTICIPATION
dc.subjectCOMPUTER SCIENCE
dc.subjectCOMPUTER SCIENTISTS
dc.subjectCURRICULA
dc.subjectCURRICULUM
dc.subjectDEMONSTRATION
dc.subjectDEVELOPMENT INTERVENTION
dc.subjectDISABLED CHILDREN
dc.subjectDISTANCE EDUCATION
dc.subjectEARLY LITERACY
dc.subjectEDUCATED PEOPLE
dc.subjectEDUCATED TEACHERS
dc.subjectEDUCATION DEVELOPMENT
dc.subjectEDUCATION EXPERTS
dc.subjectEDUCATION FOR ALL
dc.subjectEDUCATION POLICY
dc.subjectEDUCATION PROGRAMS
dc.subjectEDUCATION STUDENTS
dc.subjectEDUCATIONAL DEVELOPMENT
dc.subjectEDUCATIONAL METHODS
dc.subjectEDUCATIONAL PSYCHOLOGY
dc.subjectEDUCATIONAL RESEARCH
dc.subjectEXCEPTIONAL CHILDREN
dc.subjectEXTENSION WORK
dc.subjectGENDER BIAS
dc.subjectGIRLS
dc.subjectGOAL SETTING
dc.subjectGROUPS OF TEACHERS
dc.subjectHEAD START
dc.subjectHUMAN LEARNING
dc.subjectILLITERACY
dc.subjectINSERVICE TRAINING
dc.subjectINSTRUCTION
dc.subjectINSTRUCTIONAL SYSTEM
dc.subjectINSTRUCTIONAL TIME
dc.subjectINSTRUCTIONAL VIDEOS
dc.subjectINTERACTIVE RADIO
dc.subjectINTERACTIVE RADIO INSTRUCTION
dc.subjectINTERVENTIONS
dc.subjectJOB TRAINING
dc.subjectLEARNING
dc.subjectLEARNING COMMUNITIES
dc.subjectLEARNING DISABILITY
dc.subjectLEARNING OUTCOMES
dc.subjectLECTURES
dc.subjectLESSON PLANS
dc.subjectLITERACY
dc.subjectLITERACY SKILLS
dc.subjectLITERATURE
dc.subjectLOCAL TEACHERS
dc.subjectMASTER TEACHERS
dc.subjectMICROTEACHING
dc.subjectOLDER ADULTS
dc.subjectPEDAGOGICAL APPROACHES
dc.subjectPEDAGOGICAL SKILLS
dc.subjectPEDAGOGY
dc.subjectPEER TUTORING
dc.subjectPERSONALITY
dc.subjectPRESERVICE TEACHER TRAINING
dc.subjectPRESERVICE TRAINING
dc.subjectPRIMARY SCHOOL
dc.subjectPRIMARY SCHOOL CHILDREN
dc.subjectPRINCIPALS
dc.subjectPROFESSIONAL DEVELOPMENT
dc.subjectQUALITY INSTRUCTION
dc.subjectRADIO MATERIALS
dc.subjectREADING
dc.subjectREADING COMPREHENSION
dc.subjectREADING DIFFICULTIES
dc.subjectREADING INSTRUCTION
dc.subjectRURAL SCHOOLS
dc.subjectSCHOOL LEVEL
dc.subjectSCHOOL TEACHERS
dc.subjectSCHOOLS
dc.subjectSCIENTISTS
dc.subjectSKILLS TRAINING
dc.subjectSOCIAL LEARNING
dc.subjectSOCIAL PSYCHOLOGY
dc.subjectSOCIAL SKILLS
dc.subjectSPECIAL EDUCATION
dc.subjectSPORTS
dc.subjectSTAFF DEVELOPMENT
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectSTUDENT ATTENDANCE
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT LEARNING OUTCOMES
dc.subjectSTUDENT PARTICIPATION
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT SUCCESS
dc.subjectSTUDENT TEACHERS
dc.subjectSTUDENTS WITH DISABILITIES
dc.subjectSUBJECT MATTER
dc.subjectSUBJECT MATTER KNOWLEDGE
dc.subjectSUBJECTS
dc.subjectTEACHER
dc.subjectTEACHER BEHAVIORS
dc.subjectTEACHER EDUCATION
dc.subjectTEACHER EDUCATION PROGRAMS
dc.subjectTEACHER EDUCATORS
dc.subjectTEACHER PERFORMANCE
dc.subjectTEACHER TRAINERS
dc.subjectTEACHER TRAINING
dc.subjectTEACHER TRAINING ACTIVITIES
dc.subjectTEACHER TRAINING PROGRAMS
dc.subjectTEACHER-STUDENT RELATIONSHIPS
dc.subjectTEACHING
dc.subjectTEACHING METHODS
dc.subjectTEACHING SKILLS
dc.subjectTEACHING-LEARNING
dc.subjectTEST SCORES
dc.subjectTEXTBOOK
dc.subjectTRAINEES
dc.subjectTRAINING ACTIVITIES
dc.subjectTRAINING CENTER
dc.subjectTRAINING MATERIALS
dc.subjectTRAINING METHODS
dc.subjectTRAINING OF EDUCATORS
dc.subjectTRAINING OF TRAINERS
dc.subjectTRAINING PROGRAMS
dc.subjectUSE OF TEXTBOOKS
dc.subjectVIDEO RECORDING
dc.subjectWORK ENVIRONMENT
dc.subjectWORKERS
dc.titleEffective Teacher Training in Low-Income Countriesen
dc.title.subtitleThe Power of Observational Learning Researchen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titleEffective Teacher Training in Low-Income Countries
okr.date.disclosure2013-07-26
okr.date.doiregistration2025-05-05T12:20:04.339381Z
okr.doctypePublications & Research
okr.doctypePublications & Research::Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/235581468327001380/Effective-teacher-training-in-low-income-countries-the-power-of-observational-learning-research
okr.guid235581468327001380
okr.identifier.externaldocumentum000356161_20130726160559
okr.identifier.internaldocumentum18042910
okr.identifier.report79777
okr.importedtrue
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/235581468327001380/pdf/797770WP0teach00Box379789B00PUBLIC0.pdfen
okr.topicEducation::Education For All
okr.topicEducation::Primary Education
okr.topicEducation::Teaching and Learning
okr.topicEducation::Tertiary Education
okr.topicEducation::Secondary Education
okr.unitGPE Secretariat - (DFGPE)
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