{"id":6523,"date":"2016-02-26T09:00:23","date_gmt":"2016-02-26T13:00:23","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6523"},"modified":"2016-02-18T15:26:34","modified_gmt":"2016-02-18T19:26:34","slug":"supporting-teacher-professionalism","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/supporting-teacher-professionalism\/","title":{"rendered":"Supporting Teacher Professionalism"},"content":{"rendered":"

\"OECD_logo_new.svg\"<\/a>A new OECD report, Supporting Teacher Professionalism, based on the Teaching and Learning International Survey (TALIS), examines the nature and extent of support for teacher professionalism across 34 countries. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.<\/p>\n

The report focuses on lower secondary teachers in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low levels of disadvantage. Finally, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.<\/p>\n

The report offers three main conclusions:<\/p>\n