{"title":"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","authors":"Qi Zheng , Xin Xie , Xiaoyang Ye , Yi Wei","doi":"10.1016/j.chieco.2024.102225","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48285,"journal":{"name":"中国经济评论","volume":null,"pages":null},"PeriodicalIF":5.2000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Do teachers colleges prepare more effective teachers? Evidence from a top school district in China\",\"authors\":\"Qi Zheng , Xin Xie , Xiaoyang Ye , Yi Wei\",\"doi\":\"10.1016/j.chieco.2024.102225\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":48285,\"journal\":{\"name\":\"中国经济评论\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.2000,\"publicationDate\":\"2024-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"中国经济评论\",\"FirstCategoryId\":\"96\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1043951X24001147\",\"RegionNum\":1,\"RegionCategory\":\"经济学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"ECONOMICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"中国经济评论","FirstCategoryId":"96","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1043951X24001147","RegionNum":1,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ECONOMICS","Score":null,"Total":0}
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.
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.