全球智库信息集成服务系统

Key Findings:

• Developing tailored training content (for example, low-burden techniques for implementing new pedagogical approaches) and employing a strategic training structure (for example, a phased approach to enable gradual skills acquisition) can promote the use of new teaching methods.
• Addressing key enablers and inhibitors of change such as school size, level of support from the head teacher, information technology infrastructure, and government engagement can position teacher training programs for success.
• Scaling simple, straightforward in-service teacher training models is easier than doing so for complex multicomponent models that need teachers to internalize extensive reference materials.
• Engaging with staff from teacher training colleges—and having them observe, participate in, and learn from in-service teacher training efforts—could help strengthen preservice training efforts and catalyze broader improvements in the teaching force.
• Teacher training programs may need to leverage financial rewards, certifications, and other such incentives, while also strengthening teachers’ intrinsic motivation to shape students’ lives, to improve teaching quality at scale.