Creating effective teaching and learning environments
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report. OECD's Teaching and Learning International Survey (TALIS) provides the f...
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Organisation for Economic Co-operation and Development
2009
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ftapo:oai:apo.org.au:17457 2023-05-15T16:50:52+02:00 Creating effective teaching and learning environments OECD Directorate for Education Worldwide 2009-06-22 00:00:00 http://apo.org.au/node/17457 unknown Organisation for Economic Co-operation and Development http://apo.org.au/node/17457 Teaching Schools Report 2009 ftapo 2020-05-20T09:43:48Z Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report. OECD's Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning, based on data from over 70,000 teachers and school principals who represent lower secondary teachers in the 23 participating countries. TALIS examines important aspects of professional development; teacher beliefs, attitudes and practices; teacher appraisal and feedback; and school leadership. TALIS looks at these factors through the eyes of teachers and school principals. This innovative approach was chosen in order to examine how the intended school and teacher policies of education systems are actually perceived and implemented in schools and classrooms, recognising that the best intentions will only yield results if effectively and consistently implemented in the frontline. The study,Creating Effective Teaching and Learning Environments: First Results from TALIS, representing over 2 million teachers, focuses on teachers appraisal and feedback, their professional development, the teaching practices and beliefs and school leadership. The objective aim is to identify barriers to effective instruction. The report presents quantitative information for policymakers. Countries participating: Australia, Austria, Belgium (Flemish Community), Brazil, Bulgaria, Denmark, Estonia, Hungary, Iceland, Ireland, Italy, Korea, Lithuania, Malaysia, Malta, Mexico, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain and Turkey. Report Iceland Australian Policy Online (Institute for Social Research, Swinburne University of Technology) Norway |
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Australian Policy Online (Institute for Social Research, Swinburne University of Technology) |
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ftapo |
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unknown |
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Teaching Schools |
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Teaching Schools OECD Directorate for Education Creating effective teaching and learning environments |
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Teaching Schools |
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Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report. OECD's Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning, based on data from over 70,000 teachers and school principals who represent lower secondary teachers in the 23 participating countries. TALIS examines important aspects of professional development; teacher beliefs, attitudes and practices; teacher appraisal and feedback; and school leadership. TALIS looks at these factors through the eyes of teachers and school principals. This innovative approach was chosen in order to examine how the intended school and teacher policies of education systems are actually perceived and implemented in schools and classrooms, recognising that the best intentions will only yield results if effectively and consistently implemented in the frontline. The study,Creating Effective Teaching and Learning Environments: First Results from TALIS, representing over 2 million teachers, focuses on teachers appraisal and feedback, their professional development, the teaching practices and beliefs and school leadership. The objective aim is to identify barriers to effective instruction. The report presents quantitative information for policymakers. Countries participating: Australia, Austria, Belgium (Flemish Community), Brazil, Bulgaria, Denmark, Estonia, Hungary, Iceland, Ireland, Italy, Korea, Lithuania, Malaysia, Malta, Mexico, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain and Turkey. |
format |
Report |
author |
OECD Directorate for Education |
author_facet |
OECD Directorate for Education |
author_sort |
OECD Directorate for Education |
title |
Creating effective teaching and learning environments |
title_short |
Creating effective teaching and learning environments |
title_full |
Creating effective teaching and learning environments |
title_fullStr |
Creating effective teaching and learning environments |
title_full_unstemmed |
Creating effective teaching and learning environments |
title_sort |
creating effective teaching and learning environments |
publisher |
Organisation for Economic Co-operation and Development |
publishDate |
2009 |
url |
http://apo.org.au/node/17457 |
op_coverage |
Worldwide |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
http://apo.org.au/node/17457 |
_version_ |
1766040983968940032 |