How High-Achieving Countries Develop Great Teachers. Research Brief

Autor/inn/en	Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	How High-Achieving Countries Develop Great Teachers. Research Brief
Quelle	(2010), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Professional Development; Teaching Methods; Teacher Collaboration; Teacher Leadership; Participative Decision Making; Educational Methods; Educational Opportunities; Change Strategies; Educational Change; Teacher Effectiveness; Skill Development; Teaching Skills; Educational Policy; Educational Improvement; Teacher Improvement; Knowledge Base for Teaching; Pedagogical Content Knowledge; Comparative Education; Foreign Countries; Finland; Japan; Singapore; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Lehrerfunktionsstelle; Educational method; Erziehungsmethode; Bildungsangebot; Bildungschance; Lösungsstrategie; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Vergleichende Erziehungswissenschaft; Ausland; Finnland; Singapur; USA
Abstract	Research shows that professional learning can have a powerful effect on teacher skills and knowledge, and on how well students learn. To be effective, however, professional learning for teachers needs to be conducted in the ways that it is in many high achieving countries--continuously, collaboratively, and with a focus on teaching specific content to particular learners. Studies of U.S. professional development show that a small minority of American teachers receive the kind of sustained, job-embedded professional development that research indicates can change teaching practice and improve student achievement. This brief looks at how high-achieving countries organize professional learning for teachers, and draws a set of policy lessons for the United States. (Contains 1 figure.) (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10