Sélectionner | Date Date | Titre Titre | |||
---|---|---|---|---|---|
No. 37 | 22 Jan 2021 |
A deep look into teaching
Around the world, researchers, policy makers, parents and children all agree that teachers matter to student outcomes. However, we are only beginning to understand what makes a difference in terms of quality teaching. Teaching and learning are... |
|||
No. 42 | 07 Dec 2021 |
Building teachers’ well-being from primary to upper secondary education
As education systems face a post-COVID-19 world, we must not lose sight of the importance of teachers’ well-being. Already, prior to the pandemic, teachers were struggling to cope with workload and stress, as shown by the Teaching and Learning... |
|||
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... |
|||
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),... |
|||
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... |
|||
No. 33 | 26 Jun 2020 |
Foreign language teachers as ambassadors of multilingualism and international exchange
In today’s world, globalisation, technological innovation and human migration have made interactions between people from different countries and cultures almost inevitable. In this context, being able to communicate in more than one language has... |
|||
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... |
|||
No. 36 | 19 Nov 2020 |
Give teachers a say
Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. Routines and practices they have followed for decades have been changed, overhauled or suppressed to reduce the risk... |
|||
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... |
|||
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... |
|||
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.... |
|||
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... |
|||
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... |
|||
No. 32 | 29 May 2020 |
How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic?
Insights from TALIS 2018 shed light on the level of preparedness of teachers and schools to adjust to new ways of working in the face of the COVID-19 crisis. This will allow education systems to learn from the crisis and be better prepared for the... |
|||
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... |
|||
No. 31 | 22 Apr 2020 |
How teachers differ in their perceptions of leadership for learning
When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher... |
|||
No. 28 | 05 Sept 2019 |
How teachers update their teaching skills to cope with the rapidly changing world
Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive... |
|||
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... |
|||
No. 27 | 06 Jun 2019 |
New insights on teaching and learning
TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The... |
|||
No. 34 | 24 Sept 2020 |
Professional collaboration as a key support for teachers working in challenging environments
Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic... |
- 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
A deep look into teaching
OCDE
22 Jan 2021
Around the world, researchers, policy makers, parents and children all agree that teachers matter to student outcomes. However, we are only beginning to understand what makes a difference in terms of quality teaching. Teaching and learning are...
As education systems face a post-COVID-19 world, we must not lose sight of the importance of teachers’ well-being. Already, prior to the pandemic, teachers were struggling to cope with workload and stress, as shown by the Teaching and Learning...
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...
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),...
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...
Foreign language teachers as ambassadors of multilingualism and international exchange
OCDE
26 Jun 2020
In today’s world, globalisation, technological innovation and human migration have made interactions between people from different countries and cultures almost inevitable. In this context, being able to communicate in more than one language has...
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...
Give teachers a say
OCDE
19 Nov 2020
Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. Routines and practices they have followed for decades have been changed, overhauled or suppressed to reduce the risk...
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...
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...
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...
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...
How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic?
OCDE
29 May 2020
Insights from TALIS 2018 shed light on the level of preparedness of teachers and schools to adjust to new ways of working in the face of the COVID-19 crisis. This will allow education systems to learn from the crisis and be better prepared for the...
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 teachers differ in their perceptions of leadership for learning
OCDE
22 Apr 2020
When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher...
Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive...
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...
New insights on teaching and learning
OCDE
06 Jun 2019
TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The...
Professional collaboration as a key support for teachers working in challenging environments
OCDE
24 Sept 2020
Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic...