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Improving teaching : a key to successful educational change; and Textbooks as instruments for the improvement of the quality of education (Inglês)

Although heavy investments have been made over the years in the education sector by both governments and international donor agencies, there still remain many questions that arise regarding the quality of education in the developing world. This paper examines World Bank experience with teacher training programs designed to support the implementation of educational quality improvement and change in developing countries. The analysis of a sample of 21 such programs from the World Bank portfolio, demonstrates the critical role of in-service teacher training in the change process. The paper discusses four crucial design features of teacher training components in high outcome change programs. These include: providing locally available and permanent in-service training; creating effective systems of teacher supervision and support; designing the content of training programs in light of the teacher's knowledge and experience; and paying attention to teacher motivation. On the basis of the evidence from the case studies, the paper recommends increased funding for teacher training components in change programs, teacher-centered program designs, and strengthened research efforts to enhance the understanding of the characteristics of effective teaching.


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    Verspoor, Adriaan M. Leno, Janet L.

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    Improving teaching : a key to successful educational change; and Textbooks as instruments for the improvement of the quality of education

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    educational change;Science and Technology Center;considerable amount of time;early stage of development;access to secondary school;Change Program;quality improvement;teacher training program;quality of education;educational development;provision of textbook;investments in education;quality of teaching;number of teachers;textbook per class;international donor agencies;effective teacher training;measuring student achievement;national educational development;rural primary school;diversified secondary school;labor market performance;inservice teacher training;small rural school;primary education reform;access for girl;higher test score;availability of school;primary school teacher;primary school education;secondary education curriculum;point of origin;housing for teacher;community learning center;improvement of school;distance learning material;traditional secondary school;instructional material design;educational reform program;contribution of investment;primary school graduate;series of seminars;teacher training institute;primary education system;approach to education;consideration by governments;formal adult education;educational system;education change;curriculum change;school level;educational quality;teacher motivation;subject matter;rural area;pedagogical support;change process;effective systems;subject content;organizational change;reading material;financial resource;project costing;discrete change;developmental process;professional training;educational material;professional teacher;classroom experience;innovative curriculum;teacher standard;professional skill;physical resources;instructional approach;innovation effort;professional development;educational objective;supervision system;Management Systems;teaching aid;effective teaching;educational investment;supervisory staff;administrative structure;research effort;project finance;core subject;Curriculum Reform;technological change;development training;nuclear system;physical implementation;national reform;textbook provision;qualified teacher;advanced country;professional qualification;class size;educational achievement;working condition;contingency factor;secondary level;primary level;education systems;empirical research;quality education;external environment;program evaluation;national application;teaching method;political turbulence;elementary school;effective training;important component;sample case;external agencies;classroom management;federal program;instructional guide;human capital;basic teaching;medium-term planning;educational problem;organic form;individual student;school environment;intervention strategy;good teaching;potential contribution;ample evidence;professional publication;national capacity;school place;curriculum goal;educational innovation;qualitative performance;effective school;teaching technique;teacher morale;curriculum content;administrative control;academic achievement;organizational structure;ongoing support;educational radio;instructional resource;local resident;pedagogical technique;accurate assessment;geographic area;teaching experience;instructor training;school supervision;student attendance;subject area;community support;organizational development;supervision arrangements;tool kits;international agency;teaching practice;learning resource;Basic Education;Teacher Attendance;science curriculum;local condition;active participant;female teacher;teaching staff;pedagogical training;community participation;teacher performance;refresher course;instructional equipment;secondary student;primary curriculum;individualized instruction;heavy investment;dropout rate;fiscal crisis;administrative infrastructure;local learning;resource center;nationwide effort;organizational objective;pedagogical center;intensive training;physical environment;community relation;continuous training;strengthen school;classroom level;school visit;textbook program;technology curriculum;direct supervision;administrative support;organizational arrangement;teacher supervision



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