New insights from TALIS 2013. Teaching and learning in primary and upper secondary education.

Institution	OECD
Titel	New insights from TALIS 2013. Teaching and learning in primary and upper secondary education.
Quelle	Paris: OECD (2014), 326 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Diagramme
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-22617-3; 978-92-64-22631-9
DOI	10.1787/9789264226319-en
Schlagwörter	Pädagogisches Handeln; Fragebogenerhebung; Selbstwirksamkeit; Zufriedenheit; Lebensalter; Trägerschaft; Schule; Öffentliche Schule; Schulleitung; Schulklasse; Schulalltag; Schulform; Sekundarstufe II; Grundschule; Gymnasium; Privatschule; Lehrer; Lehrerfortbildung; Lehrerkollegium; Schülerbeurteilung; Feedback; Größe; Überzeugung; Arbeit; Beruf; Berufserfahrung; Professionalisierung; Arbeitszeit; Statistik; Internationaler Vergleich; Ausstattung; Heterogenität; Kooperation; Unterstützung; Australien; Belgien; Dänemark; Finnland; Flandern; Island; Italien; Mexiko; Norwegen; Polen; Singapur; Vereinigte Arabische Emirate
Abstract	How can countries prepare teachers to face the diverse challenges in today's schools? Are primary and upper secondary teachers different from lower secondary teachers? The OECD Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in "TALIS 2013 Results: An International Perspective on Teaching and Learning". A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options and offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing. [...] The organization of the report is as follows: Chapter 2 examines the profiles of teachers in primary education, looking as well at their background characteristics and experiences. It continues with a profile of the schools in which they work, discussing the student composition and the resources to which they have access. Chapter 4 does the same for upper secondary teachers. Chapter 3 continues looking into the data on primary teachers in terms of the work that they do and the support they receive to do that work. It discusses their professional development, appraisal and feedback and their teaching practices. It also looks at teachers' levels of self-efficacy and job satisfaction and possible influences on each. Chapter 5 examines these same issues for upper secondary teachers. Chapter 6 provides an examination of key issues across all levels of the education system for the five countries that have data for primary, lower secondary and upper secondary schools. It also compares the data between two levels of the education system for the remaining countries. Chapter 7 summarises the key findings from previous chapters of this report and provides recommendations for policy makers, principals and teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3