师范院校培养的教师更有效率吗?来自中国顶尖学区的证据

IF 5.2 1区 经济学 Q1 ECONOMICS 中国经济评论 Pub Date : 2024-06-18 DOI:10.1016/j.chieco.2024.102225
Qi Zheng , Xin Xie , Xiaoyang Ye , Yi Wei
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引用次数: 0

摘要

本文通过比较中国师范院校传统培训教师和综合大学非传统培训教师的教学效果,首次提供了师范教育价值的实证证据。我们利用来自中国某顶尖学区的 424 名传统培训教师和 40 名非传统培训教师的独特数据,并采用跨主体增值模型来解决师生排序偏差问题。我们的研究结果表明,与非传统培训教师相比,传统培训教师在三年内对学生高考成绩的贡献平均高出约 0.1 个标准差。对学区教师调查的行为分析表明,虽然两种途径的教师在时间分配和职业心理特征方面相似,但传统培训教师在应用多种教学法和教学策略方面更胜一筹。我们利用另一个省的两个行政数据来源也发现了类似的结果。本研究的结果有助于人们继续讨论其他教学途径的有效性和师范教育的重要性。
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Do teachers colleges prepare more effective teachers? Evidence from a top school district in China

This paper provides the first empirical evidence on the value of teacher education by comparing the effectiveness of traditionally trained teachers from teachers' colleges and non-traditionally trained teachers from comprehensive universities in China. We utilize the unique data of 424 traditionally and 40 non-traditionally trained teachers from a top school district in China and a cross-subject value-added model to address teacher-student sorting bias. Our results indicate that, on average, traditionally trained teachers contribute approximately 0.1 standard deviations higher value to students' high-stakes test scores over a three-year period than non-traditionally trained teachers. Behavioral analyses on the district's teacher survey suggest that while teachers from both routes are similar in time allocation and professional psychological characteristics, traditionally trained teacher report being better in applying multitudinous pedagogies and teaching strategies. We find similar results using two administrative data sources from another province. The findings of this study contribute to the ongoing debate about the effectiveness of alternative routes to teaching and the importance of teacher education.

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来源期刊
中国经济评论
中国经济评论 ECONOMICS-
CiteScore
10.60
自引率
4.40%
发文量
380
期刊介绍: The China Economic Review publishes original works of scholarship which add to the knowledge of the economy of China and to economies as a discipline. We seek, in particular, papers dealing with policy, performance and institutional change. Empirical papers normally use a formal model, a data set, and standard statistical techniques. Submissions are subjected to double-blind peer review.
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