Sélectionner | Date Date | Titre Titre | |||
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No. 22 | 19 Jun 2018 |
Who wants to become a teacher and why?
On average across OECD countries, 4.2% of 15-year-old students expect to work as teachers – a greater proportion than the share of teachers in the adult population. In many countries, 15-year-old students who expect to work as teachers have lower... |
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No. 45 | 21 Mar 2023 |
Where to find experienced teachers?
The importance of experienced teachers cannot be underestimated. They can help raise the performance of studentsand improve the overall quality of schooling by supporting less-experienced colleagues. This Teaching in Focus: Where to find experienced... |
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No. 43 | 18 Mar 2022 |
What makes students' access to digital learning more equitable?
Information and communication technology (ICT) has become an important tool for school systems as they seek to enhance education and make it more efficient. This has become all the more apparent and urgent with the COVID-19 pandemic. But what degree... |
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No. 20 | 17 Jan 2018 |
What does teaching look like?
While teachers can make a great difference to student outcomes, we know little about how they teach and what makes “good” teaching. The TALIS Video Study is a new OECD project that aims at understanding what teaching practices are used, how they are... |
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No. 21 | 09 Apr 2018 |
What does innovation in pedagogy look like?
It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. In focusing on the importance of pedagogies it is possible to argue that to help students meet new educational challenges, teachers need... |
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No. 39 | 15 Apr 2021 |
What can schools and teachers do to help boys close the gap in reading performance?
One of the goals of education systems is to equip all students, irrespective of their individual characteristics, with market-relevant skills. Poor or inadequate skills limit access to better-paying and more rewarding jobs and, ultimately, to better... |
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No. 38 | 10 Feb 2021 |
What can schools and teachers do to boost students academically?
With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly... |
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No. 8 | 01 Dec 2014 |
What TALIS Reveals About Teachers Across Education Levels
The report New insights from TALIS 2013: Teaching and learning in primary and upper secondary education (OECD, 2014a) presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated... |
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No. 5 | 01 Sept 2014 |
What Helps Teachers Feel Valued and Satisfied with their Jobs?
Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of teachers in all surveyed... |
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No. 2 | 01 Sept 2012 |
What Can Be Done to Support New Teachers?
Schools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems. Contrary... |
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No. 46 | 14 Nov 2023 |
Unravelling the layers of teachers’ work-related stress
With many countries struggling to boost the attractiveness of the teaching profession, it is important to understand the sources of teacher stress better. This brief explores data on lower secondary teachers from TALIS 2018 to investigate whether... |
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No. 6 | 01 Sept 2014 |
Unlocking the Potential of Teacher Feedback
Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools. Teacher feedback has a developmental... |
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No. 30 | 18 Feb 2020 |
The teachers’ well-being conceptual framework
The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of working... |
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No. 1 | 01 May 2012 |
The Importance of Teacher Recognition
Nearly half of teachers believe that teacher appraisal and feedback are carried out mainly to fulfill administrative requirements and about 75% say that they would not receive any recognition for improving their teaching or for being more... |
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No. 12 | 01 Jul 2015 |
Teaching with technology
Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey... |
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No. 23 | 24 Sept 2018 |
Teaching students with special needs
The teacher workforce could be better prepared to cater to the learning needs of special needs students. The low percentage of teachers reporting a positive impact from their professional development signals that there is more to be done regarding... |
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No. 44 | 08 Jun 2022 |
Teaching for climate action
From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief. |
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No. 13 | 01 Sept 2015 |
Teaching beliefs and practice
Most teachers participating in the Teaching and Learning International Survey (TALIS) report that they see themselves as facilitators to students’ own enquiry (94%) and that students should think of their own solutions to practical problems before... |
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No. 35 | 28 Oct 2020 |
Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from... |
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No. 14 | 12 Feb 2016 |
Teacher Professionalism
A new OECD report, Supporting Teacher Professionalism, based on the Teaching and Learning International Survey (TALIS), conceptualises teacher professionalism as being comprised of: knowledge base, defined as necessary knowledge for teaching;... |
- Accueil
- Périodiques
- Teaching in Focus
Teaching in Focus
Anglais Egalement disponible en : Français
- ISSN : 23039280 (en ligne)
- https://doi.org/10.1787/23039280
1 - 20 of 46 results
Who wants to become a teacher and why?
OCDE
19 Jun 2018
On average across OECD countries, 4.2% of 15-year-old students expect to work as teachers – a greater proportion than the share of teachers in the adult population. In many countries, 15-year-old students who expect to work as teachers have lower...
Where to find experienced teachers?
OCDE
21 Mar 2023
The importance of experienced teachers cannot be underestimated. They can help raise the performance of studentsand improve the overall quality of schooling by supporting less-experienced colleagues. This Teaching in Focus: Where to find experienced...
What makes students' access to digital learning more equitable?
OCDE
18 Mar 2022
Information and communication technology (ICT) has become an important tool for school systems as they seek to enhance education and make it more efficient. This has become all the more apparent and urgent with the COVID-19 pandemic. But what degree...
What does teaching look like?
OCDE
17 Jan 2018
While teachers can make a great difference to student outcomes, we know little about how they teach and what makes “good” teaching. The TALIS Video Study is a new OECD project that aims at understanding what teaching practices are used, how they are...
What does innovation in pedagogy look like?
OCDE
09 Apr 2018
It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. In focusing on the importance of pedagogies it is possible to argue that to help students meet new educational challenges, teachers need...
What can schools and teachers do to help boys close the gap in reading performance?
OCDE
15 Apr 2021
One of the goals of education systems is to equip all students, irrespective of their individual characteristics, with market-relevant skills. Poor or inadequate skills limit access to better-paying and more rewarding jobs and, ultimately, to better...
What can schools and teachers do to boost students academically?
OCDE
10 Feb 2021
With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly...
What TALIS Reveals About Teachers Across Education Levels
OCDE
01 Dec 2014
The report New insights from TALIS 2013: Teaching and learning in primary and upper secondary education (OECD, 2014a) presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated...
What Helps Teachers Feel Valued and Satisfied with their Jobs?
OCDE
01 Sept 2014
Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of teachers in all surveyed...
What Can Be Done to Support New Teachers?
OCDE
01 Sept 2012
Schools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems. Contrary...
Unravelling the layers of teachers’ work-related stress
OCDE
14 Nov 2023
With many countries struggling to boost the attractiveness of the teaching profession, it is important to understand the sources of teacher stress better. This brief explores data on lower secondary teachers from TALIS 2018 to investigate whether...
Unlocking the Potential of Teacher Feedback
OCDE
01 Sept 2014
Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools. Teacher feedback has a developmental...
The teachers’ well-being conceptual framework
OCDE
18 Feb 2020
The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of working...
The Importance of Teacher Recognition
OCDE
01 May 2012
Nearly half of teachers believe that teacher appraisal and feedback are carried out mainly to fulfill administrative requirements and about 75% say that they would not receive any recognition for improving their teaching or for being more...
Teaching with technology
OCDE
01 Jul 2015
Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey...
Teaching students with special needs
OCDE
24 Sept 2018
The teacher workforce could be better prepared to cater to the learning needs of special needs students. The low percentage of teachers reporting a positive impact from their professional development signals that there is more to be done regarding...
Teaching for climate action
OCDE
08 Jun 2022
From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief.
Teaching beliefs and practice
OCDE
01 Sept 2015
Most teachers participating in the Teaching and Learning International Survey (TALIS) report that they see themselves as facilitators to students’ own enquiry (94%) and that students should think of their own solutions to practical problems before...
Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
OCDE
28 Oct 2020
The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from...
Teacher Professionalism
OCDE
12 Feb 2016
A new OECD report, Supporting Teacher Professionalism, based on the Teaching and Learning International Survey (TALIS), conceptualises teacher professionalism as being comprised of: knowledge base, defined as necessary knowledge for teaching;...