Supporting teachers to improve children’s learning by improving teaching practice: A cross-context, cross-disciplinary synthesis

• In Event: Effective implementation of teacher support: Cross-context evidence and multidisciplinary synthesis on how to support teaching to improve learning

Proposal

There is no shortage of programs that aim to support teachers in improving their classroom practice nor of research on such programs. In this paper, I address the question of: what common principles can be identified across approaches that cost-effectively support teachers to improve their classroom practice for cultivating children’s learning, especially in resource-constrained settings? “Approaches that support teachers” are defined here broadly, including in-service teacher training, professional development networks, and suites of instructional materials such as teacher guides.

To answer this question, I draw on evidence from a wide range of academic disciplines, ranging from long-established theoretical frameworks in educational research (e.g., Shulman, 1986; Guskey, 1986) to recent work in neuroscience (e.g., Hobbiss, Sims, & Allen, 2020) and economics (e.g., Popova et al., 2022). Besides academic publications, I also draw on resources intended for practitioners and/or policymakers (e.g., Education Endowment Foundation, 2021), whether geographically specific (e.g., Akyeampong et al., 2011) or targeting an international audience (e.g., Global Education Evidence Advisory Panel, 2023). I pay particular attention to studies that discuss nuances of program design and mechanisms, whether in demonstrably effective approaches to supporting teachers (e.g., Cilliers et al., 2023) or ineffective ones (e.g., Schaffner, Glewwe, & Sharma, 2023). Findings are presented in the form of mid-level principles that have relevance beyond specific contexts but are granular enough to be practically applicable.

Preliminary findings include: the importance of building not only teachers’ knowledge and skills but also a sustained sense of motivation around shared goals; the value of specific, actionable support that is aligned with curricular content and classroom needs rather than generalized pedagogical training; and the need to incorporate classroom pressures, time constraints, resource limitations, and context-specific practices and beliefs into program design.

Author

• Yue-yi Hwa, Blavatnik School of Government, University of Oxford