Teaching in Focus

ISSN: 
2303-9280 (online)
DOI: 
10.1787/23039280
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Teaching in Focus policy briefs use data from the OECD’s Teaching and Learning International Survey (TALIS) to discuss issues relevant to teachers and teacher policies in a concise, user-friendly way.
 

Teaching beliefs and practice You or your institution have access to this content

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Author(s):
OECD
01 Sep 2015
Bibliographic information
No.:
13
Pages
4
DOI: 
10.1787/5jrtkpwtklnx-en

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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 teachers show them the solution (93%). These answers indicate that most teachers hold constructivist beliefs, i.e., they see learning as an active process that aims to foster critical and independent thinking. At the same time, teachers report using passive teaching practices, such as presenting a summary of recently learned work, more frequently than active teaching practices. Less than a third of teachers ask students to work on a project that requires at least a week to complete (an active teaching practice). Engagement in professional development and a positive classroom climate are among the factors associated with a more frequent use of active teaching.
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