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• W3121892004 abstract "This paper examines the contribution of high-quality teacher professional development (TPD) to the strategies teachers report using to improve students’ learning in the classroom. What was taught in this TPD, and how it was delivered to teachers is compared across the 35 educational systems with available data in TALIS 2013. Results suggest that teachers who take part in curriculum-focused TPD are more likely to report using a variety of the instructional methods considered in this study. Furthermore, TPD delivered with greater levels of teacher collaboration, active learning and longer duration also increases, in many countries and economies, the likelihood of teachers reporting using a large number of these strategies. In contrast, teachers’ exposure to TPD involving other teachers from the school (i.e. with collective participation) seems to be specifically detrimental for active teaching methods. The paper discusses the prevalence of these features, national gaps in their exposure and policy implications derived from these findings. Cet article examine dans quelle mesure un developpement professionnel de qualite (DP) peut aider les enseignants a trouver des strategies pour ameliorer l'apprentissage des eleves en classe. Dans les 35 systemes scolaires pour lesquels les donnees sont disponibles dans TALIS 2013, on compare le contenu et la maniere de procurer ce developpement professionnel aux enseignants. Les resultats suggerent que le DP axe sur le curriculum augmente la probabilite que les enseignants declarent utiliser une variete de methodes d’instruction decrites dans cette etude. En outre, les enseignants qui declarent avoir participe a des activites de developpement professionnel mettant en oeuvre un niveau eleve de collaboration entre enseignants et un apprentissage actif sur le long terme utilisent un nombre important de ces strategies. En revanche, l'exposition des enseignants au DP impliquant d'autres enseignants de l'ecole (par exemple avec la participation collective) semble etre particulierement nefaste pour les methodes pedagogiques actives. Ce document traite de la prevalence de ces caracteristiques, des lacunes nationales dans leur exposition et des implications politiques decoulant de ces conclusions." @default.
• W3121892004 created "2021-02-01" @default.
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• W3121892004 date "2016-10-05" @default.
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• W3121892004 title "High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 2013" @default.
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