Sélectionner | Date Date | Titre Titre | |||
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No. 26 | 17 Apr 2019 |
How teachers and schools innovate
TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they... |
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No. 25 | 05 Feb 2019 |
How education systems respond to cultural diversity in schools
Today’s multicultural learning environments are both a challenge and an opportunity for countries. Education systems not only play a critical role in the integration of students from diverse cultural and ethnic backgrounds, but should also aim to... |
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No. 24 | 15 Nov 2018 |
Changing interests and sustained knowledge in the TALIS 2018 framework
TALIS 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The survey’s conceptual framework... |
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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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... |
- Accueil
- Périodiques
- Teaching in Focus
Teaching in Focus
Anglais Egalement disponible en : Français
- ISSN : 23039280 (en ligne)
- https://doi.org/10.1787/23039280
21 - 40 of 46 results
How teachers and schools innovate
OCDE
17 Apr 2019
TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they...
How education systems respond to cultural diversity in schools
OCDE
05 Feb 2019
Today’s multicultural learning environments are both a challenge and an opportunity for countries. Education systems not only play a critical role in the integration of students from diverse cultural and ethnic backgrounds, but should also aim to...
TALIS 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The survey’s conceptual framework...
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...
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...
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 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...
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....
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...
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),...
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...
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 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;...
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...
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...
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...
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...
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...
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...
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...