Reinforcing and Innovating Teacher Professionalism: Learning from Other Professions. OECD Education Working Papers. No. 276

Autor/in	Mezza, Anita
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Reinforcing and Innovating Teacher Professionalism: Learning from Other Professions. OECD Education Working Papers. No. 276
Quelle	(2022), (47 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/117a675c-en
Schlagwörter	Professionalism; Faculty Development; Teacher Recruitment; Teacher Effectiveness; Educational Improvement; Educational Practices; Professional Autonomy; Specialists; Interdisciplinary Approach; Social Status; Teacher Collaboration; Gender Differences; Trend Analysis; Elementary Secondary Education; Career Development; Futures (of Society); Teaching (Occupation) + Suchen Sie Ihr Suchwort? Professionalität; Lehrerrekrutierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Berufsfreiheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sozialer Status; Lehrerkooperation; Geschlechterkonflikt; Trendanalyse; Berufsentwicklung; Future; Society; Zukunft; Teaching; Lehrberuf
Abstract	Education systems are facing challenges in relation to attracting and retaining excellent teachers. Strengthening teacher professionalism by deriving insights from other sectors is a promising approach in confronting these issues. This paper maps the position of teaching in the changing landscape of professions using a cross-sectoral approach to identify areas for practitioners, researchers and policymakers to improve teaching status and practice, with repercussions on the public's respect for the work of teachers. Existing literature, alongside OECD findings, suggest that a focus on career progression and specialisation, autonomy, and status, are promising areas for implementing cross sectoral insights. Simultaneously, teaching is well placed to explore the potential of collaboration, continuing professional learning and engagement with research, thus playing a role in renewing professionalism itself. This paper calls for increased discussion about teacher professionalism at the local level, with teachers themselves at the forefront of innovation supported by researchers and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01