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 focus, with many teachers reporting that it leads to...
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2014
|
| Schriftenreihe: | Teaching in Focus
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 focus, with many teachers reporting that it leads to improvements in their teaching practices, and other aspects of their work. However, not all feedback is seen as meaningful: nearly half of the teachers across TALIS countries report that teacher appraisal and feedback systems in their school are largely undertaken simply to fulfil administrative requirements. Teachers who consider that they receive meaningful feedback on their work also tend to have more confidence in their own abilities and to have higher job satisfaction |
| Beschreibung: | 1 Online-Ressource (4 Seiten) 21 x 29.7cm |
| DOI: | 10.1787/5jxwvhjc0ghj-en |
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| series2 | Teaching in Focus |
| spelling | Unlocking the Potential of Teacher Feedback Organisation for Economic Co-operation and Development Paris OECD Publishing 2014 1 Online-Ressource (4 Seiten) 21 x 29.7cm txt rdacontent c rdamedia cr rdacarrier Teaching in Focus 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 focus, with many teachers reporting that it leads to improvements in their teaching practices, and other aspects of their work. However, not all feedback is seen as meaningful: nearly half of the teachers across TALIS countries report that teacher appraisal and feedback systems in their school are largely undertaken simply to fulfil administrative requirements. Teachers who consider that they receive meaningful feedback on their work also tend to have more confidence in their own abilities and to have higher job satisfaction Education https://doi.org/10.1787/5jxwvhjc0ghj-en Verlag kostenfrei Volltext |
| spellingShingle | Unlocking the Potential of Teacher Feedback Education |
| title | Unlocking the Potential of Teacher Feedback |
| title_auth | Unlocking the Potential of Teacher Feedback |
| title_exact_search | Unlocking the Potential of Teacher Feedback |
| title_exact_search_txtP | Unlocking the Potential of Teacher Feedback |
| title_full | Unlocking the Potential of Teacher Feedback Organisation for Economic Co-operation and Development |
| title_fullStr | Unlocking the Potential of Teacher Feedback Organisation for Economic Co-operation and Development |
| title_full_unstemmed | Unlocking the Potential of Teacher Feedback Organisation for Economic Co-operation and Development |
| title_short | Unlocking the Potential of Teacher Feedback |
| title_sort | unlocking the potential of teacher feedback |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5jxwvhjc0ghj-en |