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Inadequate Teacher Content Knowledge and What to Do About It: Evidence from El Salvador

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BORIS DOI
10.48350/167425
Date of Publication
December 9, 2021
Publication Type
Working Paper
Division/Institute

Center for Regional E...

Departement Volkswirt...

Institut für Soziolog...

Author
Brunetti, Aymo
Center for Regional Economic Development (CRED)
Büchel, Konstantin
Departement Volkswirtschaftslehre (VWL)
Jakob, Martina Saskia
Institut für Soziologie
Jann, Benorcid-logo
Institut für Soziologie
Steffen, Daniel
Subject(s)

300 - Social sciences...

300 - Social sciences...

Publisher
Department of Economics
Language
English
Description
Good teachers are the backbone of a successful education system. Yet, in developing countries, teachers’ content knowledge is often inadequate. This study documents that primary school math teachers in the department of Moraz´an in El Salvador only master 47 percentof the curriculum they teach. In a randomized controlled trial with 175 teachers, we furtherevaluate a computer-assisted learning (CAL) approach to address this shortcoming. After afive months in-service training combining CAL-based self-studying with monthly workshops, participating teachers outperformed their peers from the control group by 0.29σ, but this effect depreciated by 72 percent within one year. Our simulations show that the program is unlikely to be as cost-effective as CAL interventions directly targeting students.
Handle
https://boris-portal.unibe.ch/handle/20.500.12422/68830
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FileFile TypeFormatSizeLicensePublisher/Copright statementContent
2021_dp2114.pdftextAdobe PDF687.23 KBpublishedOpen
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