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; autonomy, defined as teachers' decision-making over...
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2016
|
| Schriftenreihe: | Teaching in Focus
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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; autonomy, defined as teachers' decision-making over aspects related to their work; and peer networks, defined as opportunities for information exchange and support needed to maintain high standards of teaching. Education systems differ in terms of the emphasis placed on each of the teacher professionalism domains. Across all systems there is a particularly positive relationship between knowledge and peer network domains and teacher satisfaction, self-efficacy and perceptions of the value of the teaching profession in the society. Practices supporting teacher professionalism are less common in schools with higher proportions of socio-economically disadvantaged students. However, investing in teacher professionalism can be particularly beneficial in these schools as the positive relationship between knowledge, peer networks and teacher satisfaction is amplified in challenging schools |
| Beschreibung: | 1 Online-Ressource (4 Seiten) 21 x 29.7cm |
| DOI: | 10.1787/5jm3xgskpc40-en |
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| index_date | 2024-07-03T19:34:56Z |
| indexdate | 2024-12-18T19:02:44Z |
| institution | BVB |
| language | English |
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| physical | 1 Online-Ressource (4 Seiten) 21 x 29.7cm |
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| publishDate | 2016 |
| publishDateSearch | 2016 |
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| publisher | OECD Publishing |
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| series2 | Teaching in Focus |
| spelling | Teacher Professionalism Organisation for Economic Co-operation and Development Paris OECD Publishing 2016 1 Online-Ressource (4 Seiten) 21 x 29.7cm txt rdacontent c rdamedia cr rdacarrier Teaching in Focus 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; autonomy, defined as teachers' decision-making over aspects related to their work; and peer networks, defined as opportunities for information exchange and support needed to maintain high standards of teaching. Education systems differ in terms of the emphasis placed on each of the teacher professionalism domains. Across all systems there is a particularly positive relationship between knowledge and peer network domains and teacher satisfaction, self-efficacy and perceptions of the value of the teaching profession in the society. Practices supporting teacher professionalism are less common in schools with higher proportions of socio-economically disadvantaged students. However, investing in teacher professionalism can be particularly beneficial in these schools as the positive relationship between knowledge, peer networks and teacher satisfaction is amplified in challenging schools Education https://doi.org/10.1787/5jm3xgskpc40-en Verlag kostenfrei Volltext |
| spellingShingle | Teacher Professionalism Education |
| title | Teacher Professionalism |
| title_auth | Teacher Professionalism |
| title_exact_search | Teacher Professionalism |
| title_exact_search_txtP | Teacher Professionalism |
| title_full | Teacher Professionalism Organisation for Economic Co-operation and Development |
| title_fullStr | Teacher Professionalism Organisation for Economic Co-operation and Development |
| title_full_unstemmed | Teacher Professionalism Organisation for Economic Co-operation and Development |
| title_short | Teacher Professionalism |
| title_sort | teacher professionalism |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5jm3xgskpc40-en |