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.
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Profiles of Participation in Professional Learning Communities
As in Chapter 4, profile patterns emerge here among the countries studied, but this time with regards to teachers’ participation in professional learning communities. One general pattern is defined mostly by a separation on teachers’ participation in collaborative activities involving joint teaching. Another shows separation in both joint teaching collaboration and the de-privatisation of practice. A third pattern shows a separation in joint teaching collaborations, de-privatisation of practice and, to a lesser degree, reflective inquiry.
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