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Teachers in action: the impact of teacher training on classroom practices Preliminary Results

Teachers in action: the impact of teacher training on classroom practices Preliminary Results. Ernesto Treviño etrevino@inee.edu.mx Instituto Nacional para la Evaluación de la Educación www.inee.edu.mx. Study objective.

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Teachers in action: the impact of teacher training on classroom practices Preliminary Results

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  1. Teachers in action: the impact of teacher training on classroom practicesPreliminary Results Ernesto Treviño etrevino@inee.edu.mx Instituto Nacional para la Evaluación de la Educación www.inee.edu.mx

  2. Study objective • To know and explain the variation in primary teacher practices for developing reading comprehension

  3. Sample • 905 primary schools (rural public, indigenous, communitary, urban public and urban private) • Teacher practices for 1459 4th and 5th grade teachers

  4. Hypothesis • Teacher practices for developing reading comprehension range from traditional to modern, and the use of different practices can be explained by school conditions, teacher characteristics, classroom conditions and the students’ socioeconomic characteristics Teacher practices are seen in the context of the school and the community

  5. Modern Focused on comprehension Learning language for communication Significant for students Constructivist approach Traditional Focused on language conventions Learning not linked to communicative function of language Dispersed experiences Teacher practices for the development of reading comprehension

  6. Student learning and teacher practices

  7. Teacher practices for reading comprehension

  8. ¿How are teacher practices explained? • Teacher training • Graduated with the curriculum of 1997, that corresponds to the most recent reform of primary education • More than three courses on reading comprehension in the last two years • Reading habits • Be a regular reader • Daily work • Prepare class and review homework • School resources • Classroom library • Teachers have access to and use computers

  9. Prototypes of practices according to teacher characteristics

  10. Ideas y questions • Homogeneity of teacher practices: • ¿Focused on teaching or learning? • ¿How student diversity is considered? • Impact of pre and in service training • ¿Is it necessary to wait for the retirement and renewal of teachers prepared in previous curriculum? • ¿Is it necessary to intensify in-service training? • Daily work is the most important factor • ¿How to improve this daily work of teachers?

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