Teaching practices, teachers' beliefs and attitudes.

Autor/inn/en	Klieme, Eckhard; Vieluf, Svenja
Titel	Teaching practices, teachers' beliefs and attitudes.
Quelle	Aus: Creating effective teaching and learning environments. First results from TALIS. Teaching and learning international survey. Paris: OECD (2009) S. 87-135 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	92-64-05605-X; 978-92-64-05605-3
DOI	10.1787/9789264068780-en
Schlagwörter	Empirische Untersuchung; Einstellung (Psy); Selbstwirksamkeit; Vorstellung (Psy); Zufriedenheit; Schulkultur; Sekundarstufe I; Sekundarbereich; Lehrer; Lehrerfortbildung; Lernen; Lehren; Unterrichtsklima; Unterrichtsstil; Unterricht; Internationaler Vergleich; Kooperation
Abstract	Teachers' beliefs, attitudes and practices influence the learning opportunities and learning environment students are offered at their schools. Thus these variables are highly relevant to the improvement and effectiveness of schools. The OECD-Teaching and Learning International Survey (TALIS) uses representative data from 23 countries to compare profiles, variations and interrelationships of such beliefs, practices and attitudes. It is shown that in a majority of participating countries constructivist beliefs about instruction are more prominent than reception/direct transmission oriented beliefs. However teachers report to use structuring practices more often than student orientation and enhanced activities. The second part of the chapter focuses on the associations between teachers' views of learning and instruction and the school as their place of work. Some findings are remarkably consistent across countries. For example women and teachers attending more professional development - especially those types of professional development that involves them in stable social networks - report to use modern teaching practices more often. Teaching practices on the other hand are associated with the classroom disciplinary climate. And teachers who perceive the classroom and the school climate more positively are also more satisfied with their job. Policy implications of these findings are discussed. (DIPF/Autor).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1