|
|
Creating Effective Teaching and Learning Environments: First Results from TALIS - Chapter 3: The Professional Development of Teachers: Tables and Figures
Table 3.1. Participation of teachers in professional development in the previous 18 months (2007-08)
Table 3.1a. Amount of professional development undertaken by teachers in the previous 18 months (2007-08) - teacher characteristics
Table 3.1b. Amount of professional development undertaken by teachers in the previous 18 months (2007-08) - school characteristics
Table 3.1c. (Web only) Percentage distribution of days of professional development undertaken by teachers in the previous 18 months (2007-08)
Table 3.1d. (Web only) Percentile distribution of days of professional development undertaken by teachers in the previous 18 months (2007-08)
Table 3.2. Types of professional development undertaken by teachers (2007-08)
Table 3.3. Teachers who wanted to participate in more development than they did in the previous 18 months (2007-08)
Table 3.4. Teachers' high professional development needs (2007-08)
Table 3.5. Support for professional development undertaken by teachers (2007-08)
Table 3.5a. (Web only) Average days of development taken by teachers and desire for more development according to the level of costs teachers paid (2007-08)
Table 3.6. Frequency of mentoring and induction programmes (2007-08)
Table 3.6a. (Web only) Average days of development taken by teachers according to whether a formal induction or mentoring programme was in place (2007-08)
Table 3.6b. (Web only) Teachers who wanted to participate in more development than they did in the previous 18 months according to whether a formal induction or mentoring programme was in place (2007-08)
Table 3.7. Reasons for not participating in more professional development (2007-08)
Table 3.8. Impact of different types of professional development undertaken by teachers (2007-08)
Figure 3.1. Percentage of teachers who undertook some professional development in the previous 18 months (2007-08)
Figure 3.2. Comparison of the level and intensity of participation in professional development (2007-08)
Figure 3.3. Days of professional development taken- Interquartile range (2007-08)
Figure 3.4. Participation rates by type of professional development activity (2007-08)
Figure 3.5. Percentage of teachers who wanted more development than they received in the 18 months prior to the survey (2007-08)
Figure 3.6. Areas of greatest development need (2007-08)
Figure 3.7. Index of professional development need (2007-08)
Figure 3.8 Comparison of unsatisfied demand for professional development and amount undertaken (2007-08)
Figure 3.9. Types of support received for professional development (2007-08)
Figure 3.10. Average days of development taken by teachers according to personal payment level (2007-08)
Figure 3.11. Level of personal payment by type of development activity1 (2007-08)
Figure 3.12. Percentage of teachers receiving scheduled time compared to average days of development undertaken (2007-08)
Figure 3.13. Percentage of teachers in schools with no formal induction or mentoring programmes (2007-08)
Figure 3.14. Reasons for not taking more professional development (2007-08)
Figure 3.15. Comparison of impact and participation by types of development activity (2007-08)
|
OECD Education Lighthouse
Register to join this collaborative space and help chart the way for the education sector to navigate through the current crisis and shape the post-crisis economy and society.
OECD Education Lighthouse
|
