Teaching Practices and Pedagogical Innovations
Evidence from TALIS
Fortunately, teaching practices help shape the learning experiences and increase motivation and achievement for students. In addition, it has been revealed that when teachers collaborate well together they also tend to work better with students. This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.
This practical book enables a more comprehensive understanding of teaching practice and participation in professional learning communities nationally and internationally. It provides policy makers and other key stakeholders with the relevant information they need for educational system monitoring.
Key Findings and Policy Implications
This chapter summarises the findings and policy implications of this research. Although the patterns of teaching practices and participation in professional practice are strongly influenced by the specific interaction between traditions, culture and educational policy in each education system. Across systems, however, it is clear that high-quality instruction must surpass teacher-centred instruction: its vocation is to stimulate and challenge students. Student motivation is enhanced by both autonomy and social relatedness, as well as structured teaching and good classroom management. This report suggests that the main driver for advancement in teachers’ professional practices lies with developing a large repertoire of classroom teaching practices and granting autonomy and isolation to co-operatively reflect pedagogical practice.