دانلود کتاب TALIS 2018 results.

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Foreword Acknowledgements Table of contents Executive summary Reader’s guide What is TALIS? INTRODUCTION WHICH COUNTRIES AND ECONOMIES PARTICIPATE IN TALIS? WHAT IS THE TALIS SURVEY ABOUT? WHAT ARE THE KEY FEATURES OF TALIS DESIGN? WHAT KINDS OF RESULTS DOES TALIS PROVIDE? HOW IS THIS REPORT ORGANISED? Notes References Chapter 1 - What TALIS 2018 implies for policy PROFESSIONALISM OF TEACHERS AND SCHOOL LEADERS Teacher professionalism as an overarching framework for TALIS 2018 TALIS 2018 results and policy pointers PROMOTING QUALITY TEACHING FOR EVERY STUDENT Goal: Make the most of teachers’ time to support quality teaching Goal: Promote the use of effective teaching practices Goal: Foster openness towards innovation and effective use of ICT in teaching Goal: Build the capacity of teachers and school leaders to meet the needs of diverse classrooms and schools Goal: Foster a school and classroom climate conducive to student learning and well-being Goal: Make the most of school leaders’ time to foster instructional leadership SUPPORTING THE PROFESSIONAL GROWTH OF TEACHERS AND SCHOOL LEADERS THROUGHOUT THEIR CAREERS Goal: Provide high-quality initial education or training Goal: Provide novice teachers with fulfilling working conditions and tailor-made support Goal: Link initial teacher education with continuous professional development Goal: Provide high-quality continuous professional development Goal: Lift barriers to participation in professional development ATTRACTING QUALITY TEACHERS AND SCHOOL LEADERS AND MONITORING WORKFORCE DYNAMICS Goal: Build a motivated and efficient teacher and principal workforce through fulfilling working conditions Goal: Support a dynamic workforce Notes References Chapter 2 - Teaching and learning for the future Highlights INTRODUCTION WHAT TEACHERS DO IN THEIR CLASSROOM AND HOW THEY FEEL ABOUT IT Effective teaching strategies Teachers’ assessment practices Teachers’ use of classroom time Teacher self-efficacy Relationship between teaching, classroom and teacher characteristics WHAT TEACHERS AND SCHOOL LEADERS DO OUTSIDE THE CLASSROOM TO GET READY FOR TEACHING Planning, preparing and marking Time spent by school leaders on curriculum and teaching-related tasks TO WHAT EXTENT CAN TEACHERS AND SCHOOLS INNOVATE? Notes References Chapter 3 - The changing landscape of teaching Highlights INTRODUCTION CHANGING DEMOGRAPHICS OF THE PROFESSION Age and experience profile of teachers and school leaders Gender of teachers and school leaders CHANGING CONTEXTS FOR TEACHING AND LEARNING School and classroom composition Attitudes of school staff towards student diversity Teachers’ readiness to teach in multicultural environments ENHANCING SCHOOL CLIMATE AND LEARNING ENVIRONMENTS Safety of schools’ learning environments Teachers’ relationships with students Disciplinary climate in today’s landscape School climate, teaching practices and teachers’ self-efficacy CHALLENGES AND PRIORITIES, ACCORDING TO TEACHERS AND SCHOOL LEADERS School leaders’ views on school resources issues that hinder quality instruction Teachers’ views on priority areas for intervention and additional spending in education Notes References Chapter 4 - Attracting and effectively preparing candidates Highlights INTRODUCTION WHAT MOTIVATES TEACHERS TO CHOOSE THE PROFESSION? HOW READY ARE TEACHERS FOR TEACHING? Initial teacher education Teachers’ sense of preparedness for teaching Teachers studying abroad HOW ARE SCHOOL LEADERS TRAINED FOR THEIR WORK AS PRINCIPALS? HOW ARE NOVICE TEACHERS SUPPORTED DURING THE FIRST YEARS OF THEIR CAREERS? Novice teachers’ self-efficacy and job satisfaction Novice teachers’ school assignments Induction programmes Reduced workload Mentoring Notes References Chapter 5 - Providing opportunities for continuous development Highlights INTRODUCTION PROVIDING LEARNING OPPORTUNITIES FOR TEACHERS AND SCHOOL LEADERS Participation in continuous professional development Participation in continuous professional development, by teacher and school characteristics Types of continuous professional development activites EXPLORING IMPACTFUL FORMS OF PROFESSIONAL DEVELOPMENT Impact of continuous professional development activities Characteristics of impactful continuous professional development activities EXPLORING THE CONTENT OF PROFESSIONAL DEVELOPMENT AND THE NEED FOR IT Content of teachers’ continuous professional development and need for it Content of continuous professional development and need for it, by teacher characteristics Content of continuous professional development and need for it, in trends perspective Content of continuous professional development, self‑efficacy and effective classroom practices SUPPORTING CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TEACHERS AND SCHOOL LEADERS Barriers to participation in continuous professional development Available support for teachers’ participation in continuous professional development Notes References ANNEX A - Technical notes on sampling procedures, response rates and adjudication for TALIS 2018 ANNEX B - Technical notes on analyses in this volume ANNEX C - List of tables available on line ANNEX D - List of TALIS 2018 contributors