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Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators. The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Teachers --- Teaching. --- Professional ethics. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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How can countries prepare teachers to face the diverse challenges in today’s schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. This report presents the results of the second cycle of the TALIS survey conducted in 2013.
Teachers --- Teaching --- Teaching. --- Training of --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees
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This book presents the concept of ethical knowledge as it is revealed, as it is challenged, and as it may be used in schools. The book combines empirical expressions of teachers' beliefs and practices with a discussion of the connections between the moral dimensions of schooling and applied professional ethics in teaching:. Ethical knowledge relies on the teacher's awareness, understanding, and acceptance of the demands of moral agency. Ethical knowledge is compromised by moral dilemmas and complexities that routinely challenge teachers. Moral tensions may be eased by three avenues of renewal
#PBIB:2003.3 --- Lerarenopleiding --- algemeen --- algemeen. --- Teaching --- Teachers --- Moral education --- Moral and ethical aspects --- Professional ethics --- E-books --- Moral education. --- Teachers. --- Teaching. --- Theory & Practice of Education --- Education --- Social Sciences --- Character education --- Ethical education --- Child rearing --- Ethics --- Religious education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
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The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms.
Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Caribbean Area. --- Latin America. --- Asociación Latinoamericana de Libre Comercio countries --- Neotropical region --- Neotropics --- New World tropics --- Spanish America --- Caribbean Free Trade Association countries --- Caribbean Region --- Caribbean Sea Region --- West Indies Region
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Theory & Practice of Education --- Education --- Social Sciences --- Teachers --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Salaries, etc --- Recruiting --- Supply and demand --- Economic aspects --- E-books --- Professeurs --- Enseignement --- Salaries, pensions, etc --- Salaires, pensions, etc --- Recrutement --- Offre et demande --- Aspect économique
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If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Education and state. --- Effective teaching. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teaching --- Teacher effectiveness --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy
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Understanding teachers and school leaders as "professionals" means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement, and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers' and school leaders' perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers' and school leaders' contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices. Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Teachers --- Teaching --- Educational surveys --- Educational evaluation --- Teaching and Learning International Survey. --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation --- School surveys --- Social surveys --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- TALIS --- Organisation for Economic Co-operation and Development.
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School management and organization. --- School principals. --- Educational leadership. --- Teaching --- Head masters --- Head mistresses --- Head teachers --- Headmasters --- Headmistresses --- Headteachers --- Principals, School --- School superintendents and principals --- School administrators --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- College leadership --- Education leadership --- School leadership --- Leadership --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Practice. --- Inspection --- Management and organization --- Self-actualization (Psychology) --- Growth, Personal --- Personal growth --- Self-improvement --- Self-realization (Psychology) --- Humanistic psychology --- Mental health --- Motivation (Psychology) --- Ability --- Command of troops --- Followership --- E-books
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Chacun aspire sans doute à une école à la fois plus juste et plus efficace, mais les aspirations individuelles sont-elles compatibles avec celles de la société ? Si oui, comment devraient s’organiser les systèmes d’enseignement et de formation ? Plus de trente auteurs, issus de huit pays et d’une quinzaine d’équipes de recherche dans des champs très variés se sont attelés à ces questions. Le lecteur trouvera ici des analyses pour une meilleure compréhension des systèmes nationaux, mais aussi des éléments de comparaisons internationales.
Education --- Teaching --- Educational equalization --- Enseignement --- Démocratisation de l'enseignement --- Evaluation --- Congresses --- Congrès --- Effective teaching --- 371.014 --- 316.344.3 --- 37 --- AA / International- internationaal --- 351.3 --- 470 --- Onderwijspolitiek --- Opleidingsniveau. Scholingsniveau. Intelligentieniveau --- Opvoeding en onderwijs --(algemeen) --- Openbaar bestuur: onderwijs. --- Openbaar onderwijs: algemeenheden. --- 37 Opvoeding en onderwijs --(algemeen) --- 316.344.3 Opleidingsniveau. Scholingsniveau. Intelligentieniveau --- 371.014 Onderwijspolitiek --- Éducation comparée. --- Systèmes d'enseignement. --- Éducation et État. --- Évaluation --- Éfficacité --- Démocratisation de l'enseignement --- Congrès --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teacher effectiveness --- Openbaar bestuur: onderwijs --- Openbaar onderwijs: algemeenheden --- 37 Education --- Effective teaching - Cross-cultural studies --- Teaching - Evaluation - Cross-cultural studies --- Educational equalization - Cross-cultural studies
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