This blog published by World Bank challenges how teacher training programmes are designed:
“Teachers’ beliefs are rarely incorporated into program design: a study of 45 impact evaluations of teacher-focused interventions found that only eight had data on teacher beliefs. What if we started with asking teachers why they use the methods that they do, what evaluation criteria they use to decide how to teach, whether the ideas in the new program are likely to work (and/or why not), and what might encourage them to consider applying the new method?”
The blog reiterates some of the issues EENET colleagues have raised in various publications. It links also to academic articles and guidance.
Read the blog: It’s time to consider the teacher’s perspective: Towards a theory of pedagogical change