Teaching in Focus

Do new teachers feel prepared for teaching?
ISSN : 
2303-9280 (en ligne)
DOI : 
10.1787/23039280
Cacher / Voir l'abstract
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.
 
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  N° 17   09 mai 2017
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    http://oecd.metastore.ingenta.com/content/980bf07d-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-new-teachers-feel-prepared-for-teaching_980bf07d-en
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Do new teachers feel prepared for teaching?
OCDE
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),...
  N° 16   10 avr 2017
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    http://oecd.metastore.ingenta.com/content/2745d679-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-can-professional-development-enhance-teachers-classroom-practices_2745d679-en
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How can professional development enhance teachers’ classroom practices?
OCDE
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...
  N° 15   20 sep 2016
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    http://oecd.metastore.ingenta.com/content/5jlr5798b937-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/school-leadership-for-developing-professional-learning-communities_5jlr5798b937-en
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School leadership for developing professional learning communities
OCDE
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...
  N° 14   12 fév 2016
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    http://oecd.metastore.ingenta.com/content/5jm3xgskpc40-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/teacher-professionalism_5jm3xgskpc40-en
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Teacher Professionalism
OCDE
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;...
  N° 13   01 sep 2015
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    http://oecd.metastore.ingenta.com/content/5jrtkpwtklnx-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/teaching-beliefs-and-practice_5jrtkpwtklnx-en
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Teaching beliefs and practice
OCDE
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...
  N° 12   01 jui 2015
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    http://oecd.metastore.ingenta.com/content/5jrxnhpp6p8v-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/teaching-with-technology_5jrxnhpp6p8v-en
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Teaching with technology
OCDE
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...
  N° 11   01 mai 2015
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    http://oecd.metastore.ingenta.com/content/5js1p1r88lg5-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/supporting-new-teachers_5js1p1r88lg5-en
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Supporting New Teachers
OCDE
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...
  N° 10   01 mars 2015
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    http://oecd.metastore.ingenta.com/content/5js4rv7s7snt-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en
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Embedding Professional Development in Schools for Teacher Success
OCDE
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...
  N° 9   01 jan 2015
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    http://oecd.metastore.ingenta.com/content/5js7sf14gd7b-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/improving-school-climate-and-students-opportunities-to-learn_5js7sf14gd7b-en
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Improving School Climate and Students' Opportunities to Learn
OCDE
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...
  N° 8   01 déc 2014
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    http://oecd.metastore.ingenta.com/content/5jxrjn85gmq1-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-talis-reveals-about-teachers-across-education-levels_5jxrjn85gmq1-en
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What TALIS Reveals About Teachers Across Education Levels
OCDE
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...
  N° 7   01 nov 2014
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    http://oecd.metastore.ingenta.com/content/5jxv7lg2wpr7-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/school-improvement-through-strong-leadership_5jxv7lg2wpr7-en
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School Improvement Through Strong Leadership
OCDE
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...
  N° 6   01 sep 2014
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    http://oecd.metastore.ingenta.com/content/5jxwvhjc0ghj-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/unlocking-the-potential-of-teacher-feedback_5jxwvhjc0ghj-en
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Unlocking the Potential of Teacher Feedback
OCDE
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...
  N° 5   01 sep 2014
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    http://oecd.metastore.ingenta.com/content/5jxzbtw4gzg3-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-helps-teachers-feel-valued-and-satisfied-with-their-jobs_5jxzbtw4gzg3-en
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What Helps Teachers Feel Valued and Satisfied with their Jobs?
OCDE
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...
  N° 4   01 juin 2013
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    http://oecd.metastore.ingenta.com/content/5k4220vpxbmn-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/fostering-learning-communities-among-teachers_5k4220vpxbmn-en
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Fostering Learning Communities Among Teachers
OCDE
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...
  N° 3   01 mars 2013
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    http://oecd.metastore.ingenta.com/content/5k4220vrjxs8-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/how-can-teacher-feedback-be-used-to-improve-the-classroom-disciplinary-climate_5k4220vrjxs8-en
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How Can Teacher Feedback Be Used to Improve The Classroom Disciplinary Climate?
OCDE
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...
  N° 2   01 sep 2012
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    http://oecd.metastore.ingenta.com/content/5k4220vtnx32-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/what-can-be-done-to-support-new-teachers_5k4220vtnx32-en
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What Can Be Done to Support New Teachers?
OCDE
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...
  N° 1   01 mai 2012
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    http://oecd.metastore.ingenta.com/content/5k4220vw98ms-en.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-importance-of-teacher-recognition_5k4220vw98ms-en
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The Importance of Teacher Recognition
OCDE
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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