Effectiveness of teacher training: New studies show positive effects!

Effectiveness of teacher training: New studies show positive effects!

The University of Cologne plays a pioneering role in research into teacher training. Since 2023, the Emerging Group “Proving the Effectiveness of Teacher Education” has been examining the effectiveness and efficiency of training measures for future teachers. The aim of the study is to promote and improve the professional skills of students as well as the quality of teaching and student learning. In this context, an article was published in the Special Issue of the Journal of Educational Science, which presents a synthesis of 27 systematic reviews and meta-analyses on the effectiveness of intervention studies in teacher training, as reported uni-koeln.de.

The empirical studies listed cover relevant topics such as inclusion, digitalization, classroom management and the prevention of burnout among teachers. The central assumption of many studies is that of a chain of effects: training and further education should strengthen the skills of teachers, which in turn leads to improved teaching quality and learning progress among students. In fact, the results show that these intervention measures have significant positive effects on teachers' professional knowledge, attitudes and their actions.

Effects of interventions

What is particularly noteworthy is that, according to the studies, positive effects on the students' learning performance can also be seen. This aspect represents important progress in teacher training. However, challenges are also pointed out: many of the previous studies are based on self-assessments of those involved. In addition, there is often a lack of complex experimental designs that could work with competing treatments.

The quality of the measures implemented seems to be more important for success than their duration. This means that well-structured, high-quality interventions may be more effective than long-lasting but less targeted programs. The synthesis of studies provides a systematic overview of the effectiveness of interventions and highlights where further research is needed.

For further information please contact Dr. Sarah Strauß from the Interdisciplinary Center for Empirical Teacher and Teaching Research (IZeF) at the University of Cologne is available. This research is part of a continuous effort to actively improve teacher education and address the challenges in the education sector. The contribution to the Journal of Educational Science represents an important resource for scientists, educational politicians and practitioners interested in developing innovative solutions for teacher training.