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180415 ||| eng |
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|a 9789264248601
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|a Supporting Teacher Professionalism
|h Elektronische Ressource
|b Insights from TALIS 2013
|c Organisation for Economic Co-operation and Development
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| 260 |
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|a Paris
|b OECD Publishing
|c 2016
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| 300 |
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|a 224 p.
|c 16 x 23cm
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|a System-specific profiles of teacher professionalism -- Policy recommendations to support teacher professionalism -- Foreword and acknowledgements -- Equity and teacher professionalism -- The nature and extent of teacher professionalism -- Teacher professionalism support gaps between high and low special-needs schools -- Executive summary -- System equity profiles -- Technical annex -- Teacher professionalism support gaps between high and low second-language schools -- Teacher professionalism support gaps between high and low socio-economically disadvantaged schools -- Teacher professionalism and policy-relevant outcomes -- Conceptualising teacher professionalism -- Abbreviations and acronyms
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| 653 |
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|a Education
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|a Organisation for Economic Co-operation and Development
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|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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|a TALIS
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|a /10.1787/9789264248601-en
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/9789264248601-en
|x Verlag
|3 Volltext
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|a 370
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|a This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators. The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries
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