世界银行-在玩什么_解析教与学的关系（英）-2025.1_78页_1mb

Summary of "What’s at Play? Unpacking the Relationship between Teaching and Learning"

Based on data from 13 low- and middle-income countries using the World Bank’s Global Education Policy Dashboard (GEPD), the analysis reveals:

• Teacher Quality and Learning Outcomes: Pedagogical skills (measured by the Teach Primary tool) and content knowledge are positively correlated with student learning in foundational literacy and numeracy. This effect is stronger in upper-middle-income countries, while it is modest or insignificant in low-income countries.
• Income Disparities: Better teacher practices predict higher learning gains in literacy more than mathematics, and the correlation is strongest in middle-income systems.
• Key Factors: Teacher support mechanisms, such as induction programs, lesson feedback, and instructional leadership, significantly improve teaching quality. Playful learning strategies also show promise but need further exploration.
• Policy Implications: Strengthening teacher training, providing practical support, and fostering engagement can enhance learning outcomes, especially in systems with limited teacher preparation.