Sélectionner | Date Date | Titre Titre | |||
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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. 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. 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. 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. 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. 7 | 01 Nov 2014 |
School Improvement Through Strong Leadership
According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not the case in every country... |
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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. 9 | 01 Jan 2015 |
Improving School Climate and Students' Opportunities to Learn
Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more... |
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No. 10 | 01 Mar 2015 |
Embedding Professional Development in Schools for Teacher Success
Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional... |
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No. 11 | 01 May 2015 |
Supporting New Teachers
In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers. Most... |
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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. 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. 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;... |
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No. 15 | 20 Sept 2016 |
School leadership for developing professional learning communities
Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice. In most... |
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No. 16 | 10 Apr 2017 |
How can professional development enhance teachers’ classroom practices?
Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with other teachers. The higher... |
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No. 17 | 09 May 2017 |
Do new teachers feel prepared for teaching?
Across TALIS 2013 countries and economies, new teachers with a maximum of three years’ work experience comprise, on average, 10% of the total teacher population. New teachers are more likely to feel prepared in the content of their subject field(s),... |
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No. 18 | 18 Sept 2017 |
How do teachers teach?
Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in... |
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No. 19 | 09 Nov 2017 |
How do teachers become knowledgeable and confident in classroom management?
The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning.... |
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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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- 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
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...
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...
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...
Fostering Learning Communities Among Teachers
OCDE
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...
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...
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...
School Improvement Through Strong Leadership
OCDE
01 Nov 2014
According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not the case in every country...
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...
Improving School Climate and Students' Opportunities to Learn
OCDE
01 Jan 2015
Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more...
Embedding Professional Development in Schools for Teacher Success
OCDE
01 Mar 2015
Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional...
Supporting New Teachers
OCDE
01 May 2015
In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers. Most...
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 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...
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;...
School leadership for developing professional learning communities
OCDE
20 Sept 2016
Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice. In most...
Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with other teachers. The higher...
Do new teachers feel prepared for teaching?
OCDE
09 May 2017
Across TALIS 2013 countries and economies, new teachers with a maximum of three years’ work experience comprise, on average, 10% of the total teacher population. New teachers are more likely to feel prepared in the content of their subject field(s),...
How do teachers teach?
OCDE
18 Sept 2017
Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in...
The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning....
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...