While countries around the world provide support to boost their teachers’ knowledge base, they vary significantly in how well they support educators’ autonomy and professional growth, according to a new report by the Organization for Economic Cooperation and Development.
Analyzing the Teaching and Learning International Survey 2013, which polled more than 100,000 teachers and principals in 34 countries and economies, the researchers found economically disadvantaged schools in many countries provide less support for teacher professionalism, including teacher autonomy and the ability to build teacher peer networks.
The report recommends education leaders encourage teacher learning networks, classroom-based research projects, and expanded induction and mentoring programs to support educators.
