Mark | Date Date | Title Title | |||
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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. 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. 4 | 01 Jun 2013 |
Fostering Learning Communities Among Teachers
According to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. In all TALIS countries, there are low rates of co-operative professional development and collaborative... |
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No. 3 | 01 Mar 2013 |
How Can Teacher Feedback Be Used to Improve The Classroom Disciplinary Climate?
Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal... |
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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. 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... |
Teaching in Focus
English Also available in: French
- ISSN: 23039280 (online)
- https://doi.org/10.1787/23039280
41 - 46 of 46 results
Unlocking the Potential of Teacher Feedback
OECD
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...
What Helps Teachers Feel Valued and Satisfied with their Jobs?
OECD
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...
Fostering Learning Communities Among Teachers
OECD
01 Jun 2013
According to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. In all TALIS countries, there are low rates of co-operative professional development and collaborative...
Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal...
What Can Be Done to Support New Teachers?
OECD
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...
The Importance of Teacher Recognition
OECD
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...