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The Experience of New Teachers
Results from TALIS 2008
Ben Jensen, Andrés Sandoval-Hernández, Steffen Knoll , Eugenio J. Gonzalez. Published by : OECD Publishing , Publication date:  29 Feb 2012
Pages: 116 , Language: English
Version: E-book (PDF Format)
ISBN: 9789264120952 , OECD Code: 872011011E1
Price:   €21 | $29 | £18 | ¥2700 | MXN370
Availability: Available
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Description

This publication provides a comprehensive analysis of the most important issues facing teachers during the early stages of their careers. The effectiveness of teachers fresh to the profession is an important policy issue, especially knowing the impact that teachers have on student learning.

The OECD’s Teaching and Learning International Survey (TALIS) is the first and only international survey on the conditions of teaching and learning. This report uses the TALIS 2008 dataset to analyse key aspects of new teachers’ work and highlight policy implications.


Table of contents:

Foreword
Executive Summary
Chapter 1. Why are New Teachers Important?
-The TALIS programme
-Who are new teachers?
-The importance of new teachers
-References
-Annex 1.A – Key tables on teacher characteristics
Chapter 2. The school where new teachers work
-Highlights
-School resources and the socio-economic background of students
-Classroom climate
-References
-Annex 2.A – Key tables on school environments
Chapter 3. Support and Development Initiatives for New Teachers
-Highlights
-Appraisal and feedback
-Focus of appraisal and feedback for new teachers
-Perceptions of appraisal and feedback throughout schools
-Induction and mentoring programmes
-Frequency of induction and mentoring
-Induction and mentoring, and feedback received by new teachers
-Professional development
-Quantity of professional development
-Format of professional development
-Impact of professional development
-Professional development needs
-References
-Annex 3.A – Key tables on teacher support and development
Chapter 4. The Work of new teachers
-Highlights
-Teaching practices
-Professional co-operation
-Teaching beliefs
-Workload and teaching load
-New teachers’ contractual status and job satisfaction
-References
-Annex 4.A – Key tables on teachers’ work
Chapter 5. How Effective are New Teachers?
-Highlights
-Self-efficacy
-Time-on-task and teaching time
-References
-Annex 5.A – Key tables on teacher self-efficacy
Chapter 6. Policy Implications
-References

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