Browsing by Subject "Evaluación TALIS"
Now showing items 1-20 of 28
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Changing interests and sustained knowledge in the TALIS 2018 framework
(OECD, 2018-11)TALIS 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The ... -
Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013
(OECD, 2016-08)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 ... -
¿Cómo enseñan los profesores? Reflexiones de profesores y alumnos
(OECD, 2017-09)De acuerdo con profesores y alumnos, casi todos los profesores de matemáticas de los países participantes utilizan prácticas docentes claras y estructuradas. Una gran mayoría de profesores también utiliza en sus clases ... -
¿Cómo se puede utilizar la información que reciben los profesores sobre los resultados de su evaluación para mejorar el clima de disciplina en el aula?
(OECD, 2013-03)Los profesores – en especial los nuevos – afirman que una de las áreas en las que necesitan más apoyo es la relativa a la mejora del clima de disciplina en el aula. A muchos docentes no se les facilita información sobre ... -
Creating Effective Teaching and Learning Environments: First Results from TALIS
(OECD, 2009)TALIS highlights better and more targeted professional development as one avenue towards improvement. It shows that teachers who participate in qualification courses commit considerable time and money to these courses, ... -
Data fusion with international large scale assessments : a case study using the OECD PISA and TALIS surveys
(SpringerOpen, 2013)In the context of international large scale assessments, it is often not feasible to implement a complete survey of all relevant populations. For example, the OECD Program for International Student Assessment surveys both ... -
Embedding professional development in schools for teacher success
(OECD, 2015-03)Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and ... -
Fomento de las comunidades de aprendizaje entre el profesorado
(OECD, 2013-06)Según el Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS), los profesores de todos los países demandan, de forma abrumadora, más desarrollo profesional. En todos los países TALIS, las tasas de desarrollo ... -
High-Quality Teacher Professional Development and Classroom Teaching Practices : Evidence from Talis 2013
(OECD, 2016-10)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 ... -
How can professional development enhance teachers’ classroom practices?
(OECD, 2017-04)Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with ... -
How do teachers teach? : Insights from teachers and students
(OECD, 2017)Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and ... -
How teachers and schools innovate : New measures in TALIS 2018
(OECD, 2019-04)TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ ... -
Improving school climate and students’ opportunities to learn
(OECD, 2015-01)Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their ... -
New Insights from TALIS 2013 : Teaching and Learning in Primary and Upper Secondary Education
(OECD, 2014-12)Who are our teachers, and what do they think about the job they do and the support they receive from their colleagues and from society as a whole? The OECD Teaching and Learning International Survey (TALIS) asked teachers ... -
¿Los profesores nuevos se sienten preparados para la enseñanza?
(OECD, 2017-05)En los países y regiones de TALIS 2013, los profesores nuevos, con un máximo de tres años de experiencia profesional, suponen, como media, el 10 % de la población total de profesores. Es más probable que los profesores ... -
¿Qué se puede hacer para ayudar a los profesores noveles?
(OECD, 2012-09)Los centros educativos facilitan ayuda a los profesores noveles mediante programas de tutorías y de iniciación a la docencia, pero casi un tercio de los nuevos docentes afirman tener una gran necesidad de formación en ... -
¿Reciben los profesores el reconocimiento que merecen?
(OECD, 2012-05)Según los 24 países encuestados en el Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS), por término medio, los profesores que son objeto de evaluaciones revelan que llevan a cabo cambios positivos en su ... -
School Improvement Through Strong Leadership
(OECD, 2014-11)According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not ... -
Supporting new teachers
(OECD, 2015-05)In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more ... -
TALIS 2008 Technical Report
(OECD, 2010)This report describes the development of the TALIS instruments and the methods used in sampling, data collection, scaling and data analysis, for those wishing to review and replicate the procedures used. Furthermore, it ...