Working Paper

18/024

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching

Authors

Image of Jacobus Cilliers

Jacobus Cilliers

RISE Tanzania

Georgetown University

Image of Brahm Fleisch

Brahm Fleisch

University of Witwatersrand

Cas Prinsloo

Consultant

Image of Stephen Taylor

Stephen Taylor

Department of Basic Education, Government of South Africa

Published journal version

 

We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom ob-servations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.

Citation:

Cilliers, J., Fleisch, B., Prinsloo, C., and Taylor, S. 2018. How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching. RISE Working Paper Series. 18/024. https://doi.org/10.35489/BSG-RISE-WP_2018/024