Building a High-Quality Teaching Profession [electronic resource] : Lessons from around the World.
The "International Summit on the Teaching Profession" brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems to review how best to improve teacher quality and the quality of teaching and learning. This backg...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
2011.
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MARC
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| 110 | 2 | |a Organisation for Economic Co-operation and Development. | |
| 245 | 1 | 0 | |a Building a High-Quality Teaching Profession |h [electronic resource] : |b Lessons from around the World. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2011. | ||
| 300 | |a 70 p. | ||
| 500 | |a Availability: OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a The "International Summit on the Teaching Profession" brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems to review how best to improve teacher quality and the quality of teaching and learning. This background report, taking up the four themes of the summit in turn, presents available evidence about what can make teacher-oriented reforms effective, and highlights selected examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Of the four themes of the summit, the first three look at system features that shape particular aspects of teachers' professional careers. The fourth theme looks at process, and considers what can make reform effective. Specifically, the report considers: (1) How teachers are recruited into the profession and trained initially; (2) How teachers are developed in service and supported; (3) How teachers are evaluated and compensated; and (4) How teachers are engaged in reform. (Contains 16 boxes, 14 figures and 40 notes.) [This report was drafted by Andreas Schleicher.] | ||
| 524 | |a OECD Publishing. |2 ericd. | ||
| 650 | 0 | 7 | |a Teaching (Occupation) |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Unions. |2 ericd. |
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Qualifications. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Competencies. |2 ericd. |
| 650 | 0 | 7 | |a Educational Quality. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Recruitment. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Salaries. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Participation. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Collaboration. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Conditions. |2 ericd. |
| 650 | 0 | 7 | |a Career Development. |2 ericd. |
| 710 | 2 | |a Organisation for Economic Co-operation and Development. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED518775.pdf |z Full Text (via ERIC) |
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