Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: The Importance of Teacher Recognition
Abstract: 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 innovative. Although teachers view the appraisal of their work in positive terms, many of them do not get regular appraisals of their work. More than one in five teachers say they have never received appraisal and feedback from their school principal. Teachers who receive appraisals report implementing positive changes into their teaching.
Creation-Date: 2012-05-01
Number: 1
Handle: RePEc:oec:eduaah:1-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Can Be Done to Support New Teachers?
Abstract: 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 to what is often reported, the schools in which new teachers teach are no different than those of their more experienced colleagues. According to the countries surveyed in the Teaching and Learning International Survey (TALIS), new teachers1 spend less time on teaching and learning and more time on classroom management and report lower levels of self-efficacy than experienced teachers.
Creation-Date: 2012-09-01
Number: 2
Handle: RePEc:oec:eduaah:2-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Can Teacher Feedback Be Used to Improve The Classroom Disciplinary Climate?
Abstract: Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.
Creation-Date: 2013-03-01
Number: 3
Handle: RePEc:oec:eduaah:3-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Fostering Learning Communities Among Teachers
Abstract: According to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. In all TALIS countries, there are low rates of co-operative professional development and collaborative teaching practice. Countries could use professional development to effectively and efficiently build and improve professional learning communities in schools.
Creation-Date: 2013-06-01
Number: 4
Handle: RePEc:oec:eduaah:4-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Helps Teachers Feel Valued and Satisfied with their Jobs?
Abstract: 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 countries are happy with their jobs. Challenging classrooms with large proportions of students with behavioural problems and the perception that appraisals and feedback are done simply as administrative tasks are among factors that tend to lower job satisfaction. Collaboration between teachers and positive teacher-student relationships, on the other hand, are among factors that can boost teacher job satisfaction.
Creation-Date: 2014-09-01
Number: 5
Handle: RePEc:oec:eduaah:5-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Unlocking the Potential of Teacher Feedback
Abstract: 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.
Creation-Date: 2014-09-01
Number: 6
Handle: RePEc:oec:eduaah:6-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: School Improvement Through Strong Leadership
Abstract: 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 and large proportions of them report that their training did not include any instructional leadership training or course. Although continuous professional development could help fill those gaps, many school leaders report a number of obstacles preventing them from taking part in such learning, including a lack of support and opportunities, and personal and professional obstacles.
Creation-Date: 2014-11-01
Number: 7
Handle: RePEc:oec:eduaah:7-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What TALIS Reveals About Teachers Across Education Levels
Abstract: 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 in the OECD Teaching and Learning International Survey (TALIS) in 2013. Women represent the majority of the teaching workforce for most countries at all levels of education. Despite this and the fact that most principals are former teachers, significantly fewer principals are women at all education levels. Primary teachers tend to work in schools where principals report material and personnel shortages that hinder the delivery of quality education more often than upper secondary teachers. Moreover, schools with high proportion of socio-economically disadvantaged students face greater shortages in terms of key resources in many countries. This further exacerbates the already-challenging circumstances for teachers and students.
Creation-Date: 2014-12-01
Number: 8
Handle: RePEc:oec:eduaah:8-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Improving School Climate and Students' Opportunities to Learn
Abstract: Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class. Behaviour issues such as intimidation or verbal abuse among students are associated with student absenteeism. Schools that promote participation of students, teachers and parents in school decisions, combined with a culture of shared responsibility and mutual support, tend to have lower incidence of student misbehaviour.
Creation-Date: 2015-01-01
Number: 9
Handle: RePEc:oec:eduaah:9-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Embedding Professional Development in Schools for Teacher Success
Abstract: Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries. Teachers report more positive impacts on their classroom teaching from school than non-school embedded professional development.
Creation-Date: 2015-03-01
Number: 10
Handle: RePEc:oec:eduaah:10-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Supporting New Teachers
Abstract: 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 countries have activities in place aimed at preparing teachers for work, such as induction and mentoring programmes. Approximately 44% of teachers work in schools where principals report that all new teachers have access to formal induction programmes; 76% work in schools with access to informal induction; and 22% work in schools that only have programmes for teachers new to teaching. Fewer teachers report participation in induction and mentoring programmes than principals report the existence of such programmes.
Creation-Date: 2015-05-01
Number: 11
Handle: RePEc:oec:eduaah:11-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teaching with technology
Abstract: 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 (TALIS) countries report using ICT as a regular part of their teaching practice. Shortages in computers, Internet access and software are commonly reported by school principals as hindering the provision of quality education in their schools. Across TALIS countries, many teachers report that the second and third most critical needs for their professional development are training in the use of ICT for teaching, and in new technologies in the workplace. The use of ICT in teaching can be encouraged particularly by participation in professional development activities (such as those that involve individual or collaborative research, or networks of teachers) and a positive classroom climate.
Creation-Date: 2015-07-01
Number: 12
Handle: RePEc:oec:eduaah:12-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teaching beliefs and practice
Abstract: 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 teachers show them the solution (93%). These answers indicate that most teachers hold constructivist beliefs, i.e., they see learning as an active process that aims to foster critical and independent thinking. At the same time, teachers report using passive teaching practices, such as presenting a summary of recently learned work, more frequently than active teaching practices. Less than a third of teachers ask students to work on a project that requires at least a week to complete (an active teaching practice). Engagement in professional development and a positive classroom climate are among the factors associated with a more frequent use of active teaching.
Creation-Date: 2015-09-01
Number: 13
Handle: RePEc:oec:eduaah:13-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teacher Professionalism
Abstract: 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.
Creation-Date: 2016-02-12
Number: 14
Handle: RePEc:oec:eduaah:14-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: School leadership for developing professional learning communities
Abstract: 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 countries and economies, the majority of principals act as instructional leaders, though one-third rarely engage in any of this type of action. Distributed leadership is the ability of schools to incorporate different stakeholders in their decisionmaking processes. This type of leadership appears to advance the creation of a shared sense of purpose within schools. Nearly all schools involve their staff in decision-making processes, but they differ concerning the opportunities that are offered to students and their parents/guardians to be involved in school decisions. Principals who acquired instructional leadership competencies through training, or in a separate course, are more engaged in instructional leadership actions in their school than principals who have not participated in such training.
Creation-Date: 2016-09-20
Number: 15
Handle: RePEc:oec:eduaah:15-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How can professional development enhance teachers’ classroom practices?
Abstract: Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with other teachers. The higher the exposure of teachers to high-quality professional development, the more likely they are to use a wide variety of teaching practices in the classroom. Professional development activities that focus on curriculum knowledge (rather than subject knowledge or pedagogy) and that involve collaborating with other teachers seem particularly well suited to enhancing teachers’ classroom practices. However, these types of professional development are not those that are most widely used around the world. Not all teachers have equal access to high-quality professional development. In some countries and economies, different participation rates in high-quality professional development are observed between male and female teachers, as well as between teachers who have and have not completed initial teacher education.
Creation-Date: 2017-04-10
Number: 16
Handle: RePEc:oec:eduaah:16-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Do new teachers feel prepared for teaching?
Abstract: Across TALIS 2013 countries and economies, new teachers with a maximum of three years’ work experience comprise, on average, 10% of the total teacher population. New teachers are more likely to feel prepared in the content of their subject field(s), rather than the pedagogy or classroom practice of their subject field(s). However, the levels of their perceived preparedness were lower than experienced teachers in all three domains. In nearly two-thirds of TALIS 2013 countries and economies, the largest difference in reported preparedness between new and experienced teachers was in classroom practice of the subject field(s) they teach, followed by the pedagogy of the subject field(s) they teach.
Creation-Date: 2017-05-09
Number: 17
Handle: RePEc:oec:eduaah:17-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do teachers teach?: Insights from teachers and students
Abstract: Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in their classroom. Cross-country differences are weak regarding the use of structuring practices, but moderate regarding the use of student-oriented practices and enhanced learning activities. Overall, mathematics teachers tend to report, more often than students, that they use a given teaching practice. The gap between teacher and student reports about the use of a given teaching practice varies across countries. Overall, the highest degree of convergence is observed for structuring practices, and the smallest is observed for student-oriented practices.
Creation-Date: 2017-09-18
Number: 18
Handle: RePEc:oec:eduaah:18-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do teachers become knowledgeable and confident in classroom management?: Insights from a pilot study
Abstract: The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning. In-service and pre-service teachers exhibited higher knowledge on the classroom management portion of the assessment than in other areas related to instructional process, such as teaching methods and lesson planning. Results suggest that the more teachers learn about classroom management, the more confident they feel about mastering the teaching and learning process in general. Classroom management also seems to have a larger impact on self-efficacy than does learning about lesson planning. In-service teachers who report feeling confident about managing classrooms also report higher quality instructional practices in this domain. Knowledge related to learning and development; incorporating aspects of cognitive learning strategies, memory and information processes, is the area with most room for improvement in the pedagogical knowledge base.
Creation-Date: 2017-11-09
Number: 19
Handle: RePEc:oec:eduaah:19-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What does teaching look like?: A new video study
Abstract: While teachers can make a great difference to student outcomes, we know little about how they teach and what makes “good” teaching. The TALIS Video Study is a new OECD project that aims at understanding what teaching practices are used, how they are interrelated, and which ones are most related to students’ cognitive and non-cognitive outcomes. It will use video observation to capture, literally, what teaching looks like in different countries, along with surveys of teachers and students, student assessments, and other instructional materials, to obtain as complete a picture as possible of teaching and learning. The study unpacks teaching into different domains to depict a wide range of approaches in a systematic, detailed and consistent way across the eight participating school systems.
Creation-Date: 2018-01-17
Number: 20
Handle: RePEc:oec:eduaah:20-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What does innovation in pedagogy look like?
Abstract: It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. In focusing on the importance of pedagogies it is possible to argue that to help students meet new educational challenges, teachers need to reflect upon and update their repertoire of practices.Preparing young people to meet new contemporary challenges means reviewing and updating the pedagogies teachers use. Innovation at the level of practice must be seen as a normal response to addressing the daily challenges of a constantly changing classroom. Change is not an extra, but a pedagogical problem-solving process that builds on the creative, intuitive and personal capacities of teachers.The new OECD publication, Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, aims to help teachers navigate the huge number of promising practices and new approaches within the innovation landscape. It builds on the analysis of six clusters of innovative pedagogies and the insights of networks of innovative schools to offer a baseline from which teachers can innovate themselves.
Creation-Date: 2018-04-09
Number: 21
Handle: RePEc:oec:eduaah:21-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Who wants to become a teacher and why?
Abstract: On average across OECD countries, 4.2% of 15-year-old students expect to work as teachers – a greater proportion than the share of teachers in the adult population. In many countries, 15-year-old students who expect to work as teachers have lower mathematics and reading scores than students who expect to work in other professions that, like teaching, require at least a university degree. However, data from the OECD Survey of Adult Skills show that the numeracy skills of teachers tend to be similar to the numeracy skills of other degree holders. The skills gap between students who expect a career in teaching and those who expect a career as another type of professional is often larger in low-performing versus top-performing countries. Countries with higher teacher salaries (relative to GDP) and higher perceptions of the social value of the teaching profession have, on average, larger shares of students who expect to work as teachers.
Creation-Date: 2018-06-19
Number: 22
Handle: RePEc:oec:eduaah:22-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teaching students with special needs: Are teachers well-prepared?
Abstract: 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 the quality of the training offered in special needs education. Also, allocating more experienced and trained teachers to high-need classrooms, and providing continuous support to teachers and schools, can improve the quality of learning experiences of special needs students. This is important to ensure equal learning opportunities for all children and to create the conditions necessary for students with special needs to succeed.
Creation-Date: 2018-09-24
Number: 23
Handle: RePEc:oec:eduaah:23-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Changing interests and sustained knowledge in the TALIS 2018 framework
Abstract: TALIS 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The survey’s conceptual framework reflects major concepts from research literature, as well as policy interests, and was developed by researchers in consultation with international stakeholders and participating countries/economies. The 2018 framework is organised under 11 themes that address both emerging issues in teaching and learning – including new themes of equity and diversity and innovation – and enduring issues from the two previous cycles in 2008 and 2013. TALIS 2018 focuses on lower secondary education, but also provides information about primary and upper secondary education for those countries that choose either of the options that address these levels.
Creation-Date: 2018-11-15
Number: 24
Handle: RePEc:oec:eduaah:24-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How education systems respond to cultural diversity in schools: New measures in TALIS 2018
Abstract: Today’s multicultural learning environments are both a challenge and an opportunity for countries. Education systems not only play a critical role in the integration of students from diverse cultural and ethnic backgrounds, but should also aim to have all students value diversity and contribute to the building of a diverse yet inclusive society as global citizens. TALIS 2018 survey questions on diversity are centred on the context of students’ experiences at both the school and classroom level. Therefore, this data is an opportunity to compare teachers’ and schools’ capacities to respond to these objectives, as well as to supplement the body of existing research on student outcomes and achievement. The insights from this data are one-of-a-kind, as they address a critical information gap in educational policy making.
Creation-Date: 2019-02-05
Number: 25
Handle: RePEc:oec:eduaah:25-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How teachers and schools innovate: New measures in TALIS 2018
Abstract: TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they use specific practices in their teaching to help students build cross-curricular skills and think critically. Conditions for innovation are examined through indicators on how open teachers and schools are to innovation, as well as the need and participation in professional development activities that enable teachers to use innovative practices in their work. Information on both of these areas will be valuable to feed into evidence-based policy making for building teacher capacity to meet the demands of 21st century learning.
Creation-Date: 2019-04-17
Number: 26
Handle: RePEc:oec:eduaah:26-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: New insights on teaching and learning: Contributions from TALIS 2018
Abstract: TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The perspective of teachers and school leaders is vital for education systems to understand what is taking place in their schools and classrooms, and to guide the development of policy. This Teaching in Focus brief introduces the research scope and design of TALIS 2018. It also describes the content covered in Volume I of the results and the main research questions that the study attempts to answer.
Creation-Date: 2019-06-06
Number: 27
Handle: RePEc:oec:eduaah:27-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How teachers update their teaching skills to cope with the rapidly changing world
Abstract: Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive impact on their work. Lifting barriers to participation in professional development by providing incentives and support structures, such as allocated time, as well as offering relevant professional development opportunities that meet teachers’ needs, are crucial for making CPD accessible and purposeful for teachers. Education systems could also build on effective forms of professional development, such as active learning and collaborative approaches, to improve the overall quality of professional development offered to the teaching workforce. These efforts can help teachers become lifelong learners and grow in their profession.
Creation-Date: 2019-09-05
Number: 28
Handle: RePEc:oec:eduaah:28-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Supporting and guiding novice teachers: Evidence from TALIS 2018
Abstract: 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 classroom practices and schoolwork. As is the case for any other profession, novice teachers need time, support and guidance to improve their skills and adapt to the tasks they are confronted with on a regular basis. Thus, providing novice teachers with adequate support in their initial years is a key challenge of developing teaching as a profession.
Creation-Date: 2019-12-13
Number: 29
Handle: RePEc:oec:eduaah:29-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: The teachers’ well-being conceptual framework: Contributions from TALIS 2018
Abstract: 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 environments and teachers’ levels of occupational well-being. It also covers the association of teachers’ occupational well-being with the quality of learning environments (measured by classroom quality processes and association with students’ well-being) and teachers’ stress levels and motivation to continue teaching.
Creation-Date: 2020-02-18
Number: 30
Handle: RePEc:oec:eduaah:30-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How teachers differ in their perceptions of leadership for learning: Clustering teacher data from TALIS 2018
Abstract: When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher response patterns, and how they relate to the other teachers in the school and the principal, provides a unique way of viewing the school climate around instructional improvement, and allows possible different options for policy or professional development to be considered.
Creation-Date: 2020-04-22
Number: 31
Handle: RePEc:oec:eduaah:31-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic?
Abstract: Insights from TALIS 2018 shed light on the level of preparedness of teachers and schools to adjust to new ways of working in the face of the COVID-19 crisis. This will allow education systems to learn from the crisis and be better prepared for the challenges of teaching and learning in this new environment.
Creation-Date: 2020-05-29
Number: 32
Handle: RePEc:oec:eduaah:32-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Foreign language teachers as ambassadors of multilingualism and international exchange: Evidence from TALIS 2018
Abstract: In today’s world, globalisation, technological innovation and human migration have made interactions between people from different countries and cultures almost inevitable. In this context, being able to communicate in more than one language has become a key skill with important economic benefits for individuals and economies. However, the relevance of learning other languages goes beyond improving communication: it also promotes the understanding of the complexity of cultures and languages and allows students to learn about other visions of the world. These are important prerequisites for active participation in a globalised world. Therefore, learning a foreign language can act as a powerful tool to increase intercultural skills, enhance global co-operation and discover new and innovative ways of thinking and working together. Being aware of these benefits, many countries are placing increased emphasis on foreign language teaching.
Classification-JEL: I29
Creation-Date: 2020-06-26
Number: 33
Handle: RePEc:oec:eduaah:33-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Professional collaboration as a key support for teachers working in challenging environments
Abstract: Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic has posed new challenges, as teachers have had to communicate with their students, facilitate learning processes and monitor students’ learning without being physically present. While teachers’ interactions with their students lie at the heart of the teaching and learning process, their relationships and interactions with their colleagues constitute a key professional dimension that has also been seriously affected by the pandemic. Collaboration with colleagues allows teachers to learn from each other’s expertise, share knowledge within their professional community and, ultimately, improve the instruction and support they can give to their students.
Creation-Date: 2020-09-24
Number: 34
Handle: RePEc:oec:eduaah:34-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
Abstract: 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 traditional face-to-face instruction to some form of distance learning. To ensure learning continuity during the school closures, many teachers around the globe were tasked with moving their lessons on line.There is some evidence that education systems are moving to a “new normal” where traditional face-to-face instruction will be complemented by some form of distance learning. Even though data collection was conducted before the COVID-19 outbreak, the OECD’s Teaching and Learning International Survey (TALIS 2018) offers some useful information to illuminate why some teachers are more likely to let students use ICT for projects or class work than others, and to explore the factors behind whether teachers take up professional development activities that include ICT skills for teaching.
Keywords: COVID-19, ICT, teachers, teaching, training
Creation-Date: 2020-10-28
Number: 35
Handle: RePEc:oec:eduaah:35-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Give teachers a say: Facing the challenge of teachers’ work-related stress in the COVID-19 crisis
Abstract: Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. Routines and practices they have followed for decades have been changed, overhauled or suppressed to reduce the risk of contagion for students, teachers and parents, while ensuring continuity of teaching and learning. This puts the role and importance of teachers in the spotlight, while adding new demands and pressures to an already delicate job. When the COVID-19 crisis struck, teachers in many education systems had to teach in a new context of online contact and uncertainty over the reopening of schools. When schools opened again, they did so amidst varying safety measures and the constant threat of school closures. All this is likely to have substantially affected teachers’ job satisfaction and stress.
Creation-Date: 2020-11-19
Number: 36
Handle: RePEc:oec:eduaah:36-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: A deep look into teaching: Findings from the Global Teaching InSights video study
Abstract: Around the world, researchers, policy makers, parents and children all agree that teachers matter to student outcomes. However, we are only beginning to understand what makes a difference in terms of quality teaching. Teaching and learning are complex processes that challenge the skills and abilities of both teachers and learners. Teachers must know how, when, where and why to use specific teaching practices related to the subject matter to meet learners’ needs and move them forward.The OECD’s Global Teaching InSights: A Video Study of Teaching uses new research methods to shed light more directly on teaching and learning processes, which are key to improving education at scale.
Keywords: classroom management, instructional practices, learning, pedagogy, schools, social-emotional support, students, teachers, teaching
Creation-Date: 2021-01-22
Number: 37
Handle: RePEc:oec:eduaah:37-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What can schools and teachers do to boost students academically?
Abstract: 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 students benefit from being in school with their teachers and classmates. Positive, High-achieving Students? What Schools and Teachers Can Do pinpoints some of the factors that make an effective teacher and school.
Keywords: assessment, classrooms, performance, school leaders, schools, students, teachers, teaching
Creation-Date: 2021-02-10
Number: 38
Handle: RePEc:oec:eduaah:38-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What can schools and teachers do to help boys close the gap in reading performance?
Abstract: One of the goals of education systems is to equip all students, irrespective of their individual characteristics, with market-relevant skills. Poor or inadequate skills limit access to better-paying and more rewarding jobs and, ultimately, to better living and health conditions, and higher social and political participation. Yet, inequalities in education abound. Family background, disabilities and gender all influence students’ trajectory toward fulfilling their potential. Boys, for instance, tend to lack the basic reading proficiency needed for today’s knowledge societies. The latest TALIS-PISA link report, Positive, High-achieving Students? What Schools and Teachers Can Do, explores some of the teacher and school factors that could play a role in bridging the gap in reading performances at school between girls and boys.
Keywords: education, gender, reading, skills, students, teachers, teaching
Creation-Date: 2021-04-15
Number: 39
Handle: RePEc:oec:eduaah:39-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Supporting students with special needs: A policy priority for primary education
Abstract: 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 with special needs into mainstream formal education and they are, increasingly, enrolled in regular schools and classes in primary education. Inclusive classrooms exert more and particular demands on teachers, however. TALIS 2018 data alerts us to the pressing need to support teachers with students with special needs in primary schools. Support for students with special needs is a policy priority for principals and teachers in primary schools. Modifying lessons to support students with special needs is a particular cause of stress for teachers. And a significant proportion of teachers request further training in teaching children with special needs.
Keywords: inclusive classrooms, special needs, teachers, teaching
Creation-Date: 2021-05-27
Number: 40
Handle: RePEc:oec:eduaah:40-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Supporting teachers’ use of ICT in upper secondary classrooms during and after the COVID-19 pandemic
Abstract: 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 nature, ICT places unique demands on teachers, requiring a certain level of digital literacy and specialised pedagogical knowledge to integrate it into the classroom.Teacher training in ICT usage and instruction at the collective and official level is key to a successful transition from an old to a new educational system. But efforts and careful analysis will be needed to ensure that the training actually increases teacher preparedness and meets their educational demands. Without proper implementation, ICT use may not only be ineffective but have a negative impact on teaching and learning.
Keywords: COVID-19, information and communications technology, pandemic, schools, students, teachers, teaching
Creation-Date: 2021-08-24
Number: 41
Handle: RePEc:oec:eduaah:41-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Building teachers’ well-being from primary to upper secondary education
Abstract: As education systems face a post-COVID-19 world, we must not lose sight of the importance of teachers’ well-being. Already, prior to the pandemic, teachers were struggling to cope with workload and stress, as shown by the Teaching and Learning International Survey (TALIS), one of the first international efforts to capture the well-being of the teaching workforce. Nevertheless, schools and teachers have the tools to improve well-being and reduce stress at the work place.The goal of this brief is to provide some glimpses into concrete actions that schools and education systems could take to improve teachers’ well-being and job satisfaction.
Keywords: job satisfaction, schools, teachers, teaching, well-being
Creation-Date: 2021-12-07
Number: 42
Handle: RePEc:oec:eduaah:42-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What makes students' access to digital learning more equitable?
Abstract: Information and communication technology (ICT) has become an important tool for school systems as they seek to enhance education and make it more efficient. This has become all the more apparent and urgent with the COVID-19 pandemic. But what degree of access do students from different socio-economic backgrounds have to ICT-based quality instruction? Overall, disadvantaged students tend to have less access to digital learning opportunities both at home and at school. The data also suggest that the way teachers with certain characteristics are distributed can facilitate better equity. Two examples highlighted in this brief are teachers’ digital self-efficacy and training in ICT-based instruction.
Keywords: ict, schools, self-efficacy, skills, teachers, teaching, training
Creation-Date: 2022-03-18
Number: 43
Handle: RePEc:oec:eduaah:43-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teaching for climate action
Abstract: Teachers play a crucial role in our response to the global climate crisis. But how can teachers help all learners develop the knowledge, skills, values and attitudes that will enable them to exercise agency and take individual and collective 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.
Creation-Date: 2022-06-08
Number: 44
Handle: RePEc:oec:eduaah:44-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Where to find experienced teachers?
Abstract: The importance of experienced teachers cannot be underestimated. They can help raise the performance of studentsand improve the overall quality of schooling by supporting less-experienced colleagues. This Teaching in Focus: Where to find experienced teachers? analyses the distribution of teachers across schools from two different but complementary angles: equality and equity.
Creation-Date: 2023-03-21
Number: 45
Handle: RePEc:oec:eduaah:45-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Unravelling the layers of teachers’ work-related stress
Abstract: 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 stressors vary according to students’ socio-economic background. In addition, it looks at which stressors are more likely to be associated with teachers’ job satisfaction and plans to continue in the role.
Keywords: job satisfaction, stress, teacher retention, teaching profession, well-being
Creation-Date: 2023-11-14
Number: 46
Handle: RePEc:oec:eduaah:46-EN