学生教师在实习中重视什么：来自巴伊亚州萨尔瓦多PAAP项目的证据（英）

What Student TeachersValue in Internships:Evidence from the PAAPProgram in Salvador, Bahia Andrew Avitabile (University of Virginia)and Louisee Cruz (World Bank)1 IntroductionPublic Disclosure Authorized The PAAP Internship Program Clinical experiences are a critical componentof teacher training programs, offering studentteachers the opportunity to gain practicalclassroom experience and develop essentialteaching skills (Darling-Hammond 2014;Goldhaber et al. 2020; Ronfeldt et al. 2018). The Learning Support Program (PAAP, inPortuguese acronym) was redesigned by theSecretary of Education in Salvador (SMED) withsupport from the World Bank to mitigate theeducational setbacks caused by the COVID-19pandemic (Azevedo et al. 2021). In Salvador, Bahia, the Learning Support Program(PAAP) was redesigned to address learning lossescaused by the COVID-19 pandemic while simultaneouslyproviding student teachers with meaningful hands-on classroom experiences. Despite its potential, theprogram faced a significant recruitment challenge; inthe fall of 2024 only 800 of the 1,500 available internshippositions were filled. This policy note summarizesfindings from a mixed-methods study that investigateswhat student teachers value in internships and offersactionable recommendations to enhance the appeal andeffectiveness of the PAAP program. Our findings revealthat student teachers are willing to forgo up to 30 percentof their internship compensation in exchange for strongmentorship, and up to 25 percent for greater schedulingflexibility. These findings highlight that non-financialfactors—particularly the quality of guidance providedby the classroom teacher of the class where interns areplaced (who therefore acts as their mentor) and the abilityto accommodate students’ academic schedules—play adecisive role in internship uptake.Public Disclosure AuthorizedPublic Disclosure Authorized The program provides individual and small grouptutoring to students in grades 2 to 9 with insufficientliteracy and numeracy skills led by a teaching student(intern). This approach is grounded in evidence thattutoring can improve learning outcomes (e.g., Carlanaand La Ferrara 2025). PAAP tutors are student teachers enrolled in pedagogy,language, or mathematics programs. They are hired foran optional paid internship of 20 hours per week (4 hoursper day) and are expected to remain engaged for theentire school year, for up to two years. Beyond supporting students, PAAP offers a valuableprofessional development opportunity for interns. UnlikeBrazil’s mandatory internships—which are often highlyobservational, with interns spending most of their timeat the back of the classroom—PAAP transforms theexperience into active teaching practice. Interns directlysupport students, collaborate with classroom teachers,and gain hands-on experience in classroom management,an area where novice teachers often lack experience(Bartanen et al. 2025). This exposure goes beyond therequirements of initial teacher training programs inBrazil, creating positive spillover effects for teacherpreparedness. Building on this literature, researchers have increasinglyused discrete choice experiments (DCEs) to quantify howindividuals value different job attributes. These studiesshow that factors such as commute time, opportunitiesfor professional development, and workplace culturesignificantly influence employment decisions. In theeducation sector, Fuchsman, McGee, and Zamarro(2023) applied this methodology to estimate teachers’willingness to pay for various retirement benefits. Thecurrent study extends this approach to the internshipcontext, offering new insights into the preferences ofstudent teachers and identifying which features—beyondsalary—are most influential in their decision-makingabout optional internships. These findings can contributeto improving the design of optional and even mandatoryinternship programs. Conversations with practitioners highlight furtheradvantages of the PAAP compared to conventionalinternships, such as higher monthly stipends and thepossibility of working in conveniently located schools.Despite these benefits, participation rates remain belowcapacity, raising questions about the preferences andpriorities of student teachers. Since PAAP is an optionalinternship, this note seeks to explore the factorsinfluencing student teachers internship choices. Methodology and Sample To understand the factors influencing internshipchoices, the study employed a mixed-methodsapproach. Initially, focus groups were conducted with studentteachers to explore their experiences and preferencesregarding internships. These discussions informed thedesign of a comprehensive survey administered to556student teachers enrolled in major teacher traininginstitutions in Salvador. The survey included a discretechoice experiment (DCE) that presented participants withhypothetical internship scenarios varying in attributes(also called amenities) such as compensation, schedulingflex