Report

Modelling evidence-based practice in initial teacher training

This report from UK think tank CEPEO looks at causal effects on teachers’ skills, knowledge and self-efficacy.

Teacher education/training often incorporates observable examples of focal teaching practices – models. Yet, there is little causal evidence on the benefits of models or how best to design them. We used a classroom simulator experiment to test the effects of video models on trainee teachers’ skills, knowledge, and self-efficacy in relation to using retrieval practice at the end of a primary school science unit. Results showed that models improved participants’ skills, but not their knowledge or self-efficacy. Adding annotations to the models had no additional benefit. Incorporating models in initial teacher training can help new teachers make better use of evidence-based teaching practices.