Policies to Support Teachers' Continuing Professional Learning: A Conceptual Framework and Mapping of OECD Data. OECD Education Working Papers, No. 235

Autor/inn/en	Boeskens, Luka; Nusche, Deborah; Yurita, Makito
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Policies to Support Teachers' Continuing Professional Learning: A Conceptual Framework and Mapping of OECD Data. OECD Education Working Papers, No. 235
Quelle	(2020), (79 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
Schlagwörter	Educational Policy; Professional Continuing Education; Educational Practices; Policy Formation; Educational Indicators; Faculty Development; Access to Education; Educational Quality; Quality Assurance; Foreign Countries; Program Effectiveness; Accountability; Administrator Surveys; Teacher Surveys; Achievement Tests; International Assessment; Elementary School Teachers; Secondary School Teachers; Australia; Norway; Teaching and Learning International Survey (NCES); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Berufsfeldbezogener Unterricht; Weiterbildung; Bildungspraxis; Politische Betätigung; Educational indicato; Bildungsindikator; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Qualitätssicherung; Ausland; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien; Norwegen
Abstract	While teachers' initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers' professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students' changing needs. It also plays a key role in building collaborative school cultures and supporting the collective improvement of the teaching profession. While the importance of continuing teacher learning is widely recognised, building efficient, equitable and sustainable professional learning systems is far from trivial. The OECD Teachers' Professional Learning (TPL) study seeks to support the development of effective TPL policies and practices in schools and school systems. This paper proposes a theoretical and analytical framework for the study, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01