Education Policy Analysis Archives (EPAA)
Alternative Title
The Impact of Permanent Secondary Education Teacher Training on School Results
Files
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Publisher
Arizona State University, University of South Florida
Publication Date
August 2006
Abstract
Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students’ academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.
Keywords
Teachers--Training of
Extent
30
Volume
14
Issue
19
Language
Spanish; English
Media Type
Journals (Periodicals)
Format
Digital Only
Note
Citation: González-Vallinas, P., Oterino, D., y San Fabián, J.L. (2006). El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en los Resultados Escolares. Archivos Analíticos de Políticas Educativas, 14(19). Recuperado [fecha] de http://epaa.asu.edu/epaa/
Identifier
E11-00492
Creative Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
González-Vallinas, Paula; Oterino, David; and San Fabián, José Luis, "El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en los Resultados Escolares" (2006). Education Policy Analysis Archives (EPAA). 206.
https://digitalcommons.usf.edu/usf_EPAA/206
