| Document Type
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BL
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| Record Number
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887943
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| Main Entry
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Publishing, OECD.
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| Title & Author
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Valuing our Teachers and Raising their Status - How Communities Can Help.
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| Publication Statement
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Paris :: OECD Publishing,, 2018.
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| Series Statement
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International Summit on the Teaching Profession
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| Page. NO
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1 online resource (116 pages)
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| ISBN
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9264292691
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: 9789264292697
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| Notes
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The importance of teacher self-efficacy.
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| Contents
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Intro; Foreword; Table of Contents; Executive Summary; Chapter 1 -- Emerging trends, challenges and opportunities; Preparing students for their future, not our past; What this means for learning, teaching and teachers; Making educational change happen; What we should expect from tomorrow's teachers; What we should expect from tomorrow's education policy makers; The International Summit of the Teaching Profession as a platform for policy makers and teachers to find solutions; Chapter 2 -- Schools at the centre of their communities; From vertical to horizontal forms of governance.
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Engaging parentsParental involvement and student learning outcomes; Parental involvement and students' satisfaction with life; Parents' interest in school and students' performance in PISA and life satisfaction; How parents engage with their children about school; Students' reports of their parents' interest in their life at school; Obstacles to parents' participation in school activities; Schools driving progress and well-being in local communities; Horizontal connectedness; Multidimensional ecosystems of learning; Schools can engage with their communities in different ways.
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Preparedness in pedagogy of the subject field(s)Preparedness in classroom practice of the subject field(s); Teacher-directed and student-oriented learning; Where does mathematics teaching fall in the debate on teacher-directed versus student-oriented learning?; Which teachers use active-learning teaching practices in mathematics?; How can a variety of teaching strategies benefit student achievement?; The gap between intended and implemented learning strategies; Who uses memorisation the most?; Will memorisation help or hinder student learning?
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Serving the community through extracurricular activitiesService-learning; Learning to engage; Partnering with business and cultural bodies in the local community; Levelling the playing field; Poverty need not be destiny; Aligning resources with needs; Reconciling flexibility and equity; Policy implications; Chapter 3 -- Enabling pedagogies for the future; Teacher professional competence; How well do new teachers feel prepared for teaching?; Feelings of preparedness of new versus experienced teachers; Preparedness in content of the subject field(s).
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What do we actually know about teachers' pedagogical knowledge?A framework for measuring teachers' general pedagogical knowledge; Profiles of teachers' general pedagogical knowledge; Shaping learning environments; Regrouping educators and teachers; Regrouping learners; Rescheduling learning: Innovating how time is used; Widening pedagogical repertoires; Policy implications; Chapter 4 -- Teachers' well-being, confidence and efficacy; High and rising expectations of teachers; How confident are teachers in their abilities as teachers, and how does this relate to their job satisfaction?
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| Subject
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Teacher effectiveness.
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| Subject
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Teachers-- Rating of.
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| Subject
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Teachers.
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| Subject
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Teacher effectiveness.
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| Subject
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Teachers-- Rating of.
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| Subject
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Teachers.
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| Dewey Classification
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371.102
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| LC Classification
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LB1025.3.S354 2018eb
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