At the same time, relatively few teachers participate in this type of activity and those who do often feel frustrated by the lack of sufficient time to devote to them.
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This suggests a need to review the amount of time and money made available to teachers for such courses. This indicates that a sound assessment of provision and support against development needs should be a priority in many countries. The fact that a sizeable proportion of teachers are underwriting the full cost for their professional development is evidence that many teachers are willing to contribute their share to advancing their career and profession, though ability to pay needs also to be considered. TALIS also shows that there is generally much greater scope for teachers to learn from other teachers, with teachers reporting relatively infrequent collaboration of the teaching force within the school beyond a mere exchange of information.
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Improving this will require adequate instructional leadership as well as effective human resource development policies in schools. The generally positive reception by teachers of the appraisal and feedback on their work provides another indication of the willingness of the profession to move forward.
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The fact that the more feedback teachers receive on their work, the more they trust in their abilities to address teaching challenges suggests this to be another lever to raise learning outcomes. TALIS suggests that, in many countries, the onus is now on public policy to develop a more effective and supportive evaluation culture for schools and to ensure that the quality of the work of teachers is adequately recognised and rewarded. Search DSpace. The report presents quantitative information for policymakers. Multilingual summaries.
Improving the quality of teaching
Findings Teachers are actively embracing many of the challenges highlighted in this report. In most countries, the large majority of teachers are satisfied with their jobs and consider that they make a significant educational difference for their students.
Teachers are also investing in their professional development, both in terms of their time and often also in terms of money, an investment which goes hand in hand with a wider repertoire of pedagogic strategies used in the classroom. It is worrying that, on average across countries, three-quarters of teachers report that they would receive no recognition for increasing the quality of their work or for being more innovative in their teaching. In fact, three-quarters of teachers say that, in their school, the most effective teachers do not receive the most recognition and that their school principal does not take steps to alter the monetary rewards of a persistently underperforming teacher.
Better support for effective teaching is needed through teacher appraisal and feedback. The generally positive reception by teachers of the appraisal and feedback which they receive on their work indicates a willingness in the profession to move forward. TALIS highlights better and more targeted professional development as an important lever towards improvement.
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But TALIS also shows that we need to do better in matching the costs and benefit as well as supply and demand for professional development. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work, namely qualification programmes and individual and collaborative research. The hardest issues to grapple with relate to actually improving teaching practice.