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Fostering Learning Communities Among Teachers

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  • OECD

Abstract

According to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. In all TALIS countries, there are low rates of co-operative professional development and collaborative teaching practice. Countries could use professional development to effectively and efficiently build and improve professional learning communities in schools.

Suggested Citation

  • Oecd, 2013. "Fostering Learning Communities Among Teachers," Teaching in Focus 4, OECD Publishing.
    • Handle: RePEc:oec:eduaah:4-en
    DOI: 10.1787/5k4220vpxbmn-en
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    Cited by:

    1. Botetzagias, Iosif & Malesios, Chrisovaladis & Poulou, Dimitra, 2014. "Electricity curtailment behaviors in Greek households: Different behaviors, different predictors," Energy Policy, Elsevier, vol. 69(C), pages 415-424.
    2. Noah Yarrow & Husein Abdul-Hamid & Manal Quota & Ernesto Cuadra, 2014. "Learning from Local Practices : Improving Student Performance in West Bank and Gaza," World Bank Publications - Reports 20005, The World Bank Group.
    3. Peiran Jiao & Heinrich H. Nax, 2016. "When is Market the Benchmark? Reinforcement Evidence from Repurchase Decisions," Economics Papers 2016-W01, Economics Group, Nuffield College, University of Oxford.
    4. Owen, John R. & Kemp, Deanna, 2014. "‘Free prior and informed consent’, social complexity and the mining industry: Establishing a knowledge base," Resources Policy, Elsevier, vol. 41(C), pages 91-100.
    5. Kerr, Sandy & Johnson, Kate & Weir, Stephanie, 2017. "Understanding community benefit payments from renewable energy development," Energy Policy, Elsevier, vol. 105(C), pages 202-211.

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