Mark | Date Date | Title Title | |||
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No. 7 | 01 Nov 2014 |
School Improvement Through Strong Leadership
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... |
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No. 15 | 20 Sept 2016 |
School leadership for developing professional learning communities
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... |
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No. 11 | 01 May 2015 |
Supporting New Teachers
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... |
|||
No. 29 | 13 Dec 2019 |
Supporting and guiding novice teachers
Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning... |
|||
No. 40 | 27 May 2021 |
Supporting students with special needs
School systems across the world are working to make the classroom more inclusive for all children, regardless of their origin and capacities, so that they have equal opportunities for quality learning. It has become essential to integrate students... |
|||
No. 41 | 24 Aug 2021 |
Supporting teachers’ use of ICT in upper secondary classrooms during and after the COVID-19 pandemic
School systems around the world are making efforts to enhance and make education more efficient with information and communications technology (ICT). This has become especially urgent due to the current pandemic. Because of its rapidly evolving... |
|||
No. 14 | 12 Feb 2016 |
Teacher Professionalism
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;... |
|||
No. 35 | 28 Oct 2020 |
Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from... |
|||
No. 13 | 01 Sept 2015 |
Teaching beliefs and practice
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... |
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No. 44 | 08 Jun 2022 |
Teaching for climate action
From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief. |
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No. 23 | 24 Sept 2018 |
Teaching students with special needs
The teacher workforce could be better prepared to cater to the learning needs of special needs students. The low percentage of teachers reporting a positive impact from their professional development signals that there is more to be done regarding... |
|||
No. 12 | 01 Jul 2015 |
Teaching with technology
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... |
|||
No. 1 | 01 May 2012 |
The Importance of Teacher Recognition
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... |
|||
No. 30 | 18 Feb 2020 |
The teachers’ well-being conceptual framework
The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of working... |
|||
No. 6 | 01 Sept 2014 |
Unlocking the Potential of Teacher Feedback
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... |
|||
No. 46 | 14 Nov 2023 |
Unravelling the layers of teachers’ work-related stress
With many countries struggling to boost the attractiveness of the teaching profession, it is important to understand the sources of teacher stress better. This brief explores data on lower secondary teachers from TALIS 2018 to investigate whether... |
|||
No. 2 | 01 Sept 2012 |
What Can Be Done to Support New Teachers?
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... |
|||
No. 5 | 01 Sept 2014 |
What Helps Teachers Feel Valued and Satisfied with their Jobs?
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... |
|||
No. 8 | 01 Dec 2014 |
What TALIS Reveals About Teachers Across Education Levels
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... |
|||
No. 38 | 10 Feb 2021 |
What can schools and teachers do to boost students academically?
With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly... |
Teaching in Focus
English Also available in: French
- ISSN: 23039280 (online)
- https://doi.org/10.1787/23039280
21 - 40 of 46 results
School Improvement Through Strong Leadership
OECD
01 Nov 2014
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...
School leadership for developing professional learning communities
OECD
20 Sept 2016
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...
Supporting New Teachers
OECD
01 May 2015
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...
Supporting and guiding novice teachers
OECD
13 Dec 2019
Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning...
Supporting students with special needs
OECD
27 May 2021
School systems across the world are working to make the classroom more inclusive for all children, regardless of their origin and capacities, so that they have equal opportunities for quality learning. It has become essential to integrate students...
Supporting teachers’ use of ICT in upper secondary classrooms during and after the COVID-19 pandemic
OECD
24 Aug 2021
School systems around the world are making efforts to enhance and make education more efficient with information and communications technology (ICT). This has become especially urgent due to the current pandemic. Because of its rapidly evolving...
Teacher Professionalism
OECD
12 Feb 2016
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;...
Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
OECD
28 Oct 2020
The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from...
Teaching beliefs and practice
OECD
01 Sept 2015
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...
Teaching for climate action
OECD
08 Jun 2022
From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief.
Teaching students with special needs
OECD
24 Sept 2018
The teacher workforce could be better prepared to cater to the learning needs of special needs students. The low percentage of teachers reporting a positive impact from their professional development signals that there is more to be done regarding...
Teaching with technology
OECD
01 Jul 2015
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...
The Importance of Teacher Recognition
OECD
01 May 2012
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...
The teachers’ well-being conceptual framework
OECD
18 Feb 2020
The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of working...
Unlocking the Potential of Teacher Feedback
OECD
01 Sept 2014
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...
Unravelling the layers of teachers’ work-related stress
OECD
14 Nov 2023
With many countries struggling to boost the attractiveness of the teaching profession, it is important to understand the sources of teacher stress better. This brief explores data on lower secondary teachers from TALIS 2018 to investigate whether...
What Can Be Done to Support New Teachers?
OECD
01 Sept 2012
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...
What Helps Teachers Feel Valued and Satisfied with their Jobs?
OECD
01 Sept 2014
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...
What TALIS Reveals About Teachers Across Education Levels
OECD
01 Dec 2014
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...
What can schools and teachers do to boost students academically?
OECD
10 Feb 2021
With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly...