Valuing our Teachers and Raising their Status - How Communities Can Help.

Description

Intro Foreword Table of Contents Executive Summary Chapter 1 -- Emerging trends, challenges and opportunities Preparing students for their future, not our past What this means for learning, teaching and teachers Making educational change happen What we should expect from tomorrow's teachers What we should expect from tomorrow's education policy makers The International Summit of the Teaching Profession as a platform for policy makers and teachers to find solutions Chapter 2 -- Schools at the centre of their communities From vertical to horizontal forms of governance. Engaging parentsParental involvement and student learning outcomes Parental involvement and students' satisfaction with life Parents' interest in school and students' performance in PISA and life satisfaction How parents engage with their children about school Students' reports of their parents' interest in their life at school Obstacles to parents' participation in school activities Schools driving progress and well-being in local communities Horizontal connectedness Multidimensional ecosystems of learning Schools can engage with their communities in different ways. Serving the community through extracurricular activitiesService-learning Learning to engage Partnering with business and cultural bodies in the local community Levelling the playing field Poverty need not be destiny Aligning resources with needs Reconciling flexibility and equity Policy implications Chapter 3 -- Enabling pedagogies for the future Teacher professional competence How well do new teachers feel prepared for teaching? Feelings of preparedness of new versus experienced teachers Preparedness in content of the subject field(s). Preparedness in pedagogy of the subject field(s)Preparedness in classroom practice of the subject field(s) Teacher-directed and student-oriented learning Where does mathematics teaching fall in the debate on teacher-directed versus student-oriented learning? Which teachers use active-learning teaching practices in mathematics? How can a variety of teaching strategies benefit student achievement? The gap between intended and implemented learning strategies Who uses memorisation the most? Will memorisation help or hinder student learning? What do we actually know about teachers' pedagogical knowledge?A framework for measuring teachers' general pedagogical knowledge Profiles of teachers' general pedagogical knowledge Shaping learning environments Regrouping educators and teachers Regrouping learners Rescheduling learning: Innovating how time is used Widening pedagogical repertoires Policy implications Chapter 4 -- Teachers' well-being, confidence and efficacy High and rising expectations of teachers How confident are teachers in their abilities as teachers, and how does this relate to their job satisfaction?