Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013

Darleen Opferi iRAND Corporation

Organisation for Economic Co-operation and Development

关键词: school leadership;    TALIS 2013;    teacher co-operation;    Teacher professional development;   

DOI  :  https://doi.org/10.1787/5jlss4r0lrg5-en

学科分类：社会科学、人文和艺术（综合）

来源: OECD iLibrary

【 摘 要 】

A key lever for improving teaching is provision of effective professional development. This paper uses TALIS 2013 data to consider personal and school-level factors associated with teacher participation in effective professional development and reports of impact on instruction. Results of the analyses indicate that levels of teacher co-operation and instructionally-focused leadership in schools are associated with higher levels of effective professional development participation and reported instructional impact. Systems also vary significantly on the percentage of teachers in schools with supportive conditions and this is associated with differences in teacher participation in professional development types and reported instructional impact.