Efeito da Formação Docente Sobre Proficiência no Início do Ensino Fundamental

Abstract The effects of teacher education on public school students’ performance are assessed through a value-added model that deals with endogeneity. No statistically significant effects of higher education were found on students’ proficiency. However, students who had teachers with major in Mathematics showed an average gain in proficiency in Mathematics of about 4 points on the SAEB scale (7% of ��) higher than students who had teachers without higher education. On the other hand, the effect of teachers who have major in Languages was lower, with an average proficiency gain in Mathematics of about 14 points (2,6% of ��).

摘要：本研究采用处理内生性问题的增值模型（value-added model），评估教师教育背景对公立学校学生学业表现的影响。研究未发现高等教育背景对学生学业水平存在统计学意义上的显著影响。不过，由数学专业背景教师授课的学生，其数学学业水平在SAEB量表上的平均得分较未接受高等教育的教师所教学生高出约4分，占（��）的7%。另一方面，语言专业背景教师的效应更低，其授课学生的数学学业平均提升幅度约为14分，占（��）的2.6%。