Adapting Evidence-Based Teacher Training Programs for Use in Latin America: Lessons Learned

Despite increased education investments across Latin America, little attention has focused on the persistent issue of low quality classroom interactions. One way to improve the potential impact on education, then, resides in... [ view full abstract ]

Despite increased education investments across Latin America, little attention has focused on the persistent issue of low quality classroom interactions. One way to improve the potential impact on education, then, resides in enhancing the quality of what happens within classrooms. Challenges exist, however, in designing and implementing effective training models to improve the classroom interactions most responsible for students’ development. This talk will explore the adaptation of two US interventions found effective in improving teacher-student interactions for use in Latin America. The project involved a strategic partnership between University of Virginia, the Inter-American Development Bank and Latin America education partners. The intervention adaption process included identifying key program priorities, ensuring relevant partners’ involvement and piloting interventions for feasibility and satisfaction. Consequently, partners are now prepared to scale up and systematically test the effectiveness of the interventions, having the potential to positively impact teacher-student interaction quality across Latin America.