본문 바로가기 주메뉴 바로가기
22대 대한민국 국회 국회정보길라잡이 국회의원검색
회원가입 로그인
HOME

정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색

결과 내 검색

동의어 포함

고급검색

인명/단체명

저자정보 상세정보
인명/단체명을 입력하세요.

키워드

  • 대표어

  • 외국어

-

목차보기

Title page 1

Contents 6

Foreword 4

Acknowledgements 5

Reader's guide 8

Executive summary 13

What is the Teacher Knowledge Survey? 17

1. The importance of general pedagogical knowledge 27

2. Highly knowledgeable teachers: their characteristics and self-image 52

3. Education systems can help teachers develop general pedagogical knowledge 69

Annex A. The development of the Teacher Knowledge Survey 89

Annex B. Background survey on pathways into teaching and teachers' professional development 102

Annex C. Technical notes on sampling, participation rates and adjudication 109

Annex D. Technical notes on analyses in this volume 114

Annex E. List of tables available online 126

Annex F. List of TKS 2024 contributors 128

Tables 7

Table 1. Teachers' knowledge at the three proficiency levels of the GPK scale 20

Table 1.1. Comparison of countries based on average general pedagogical knowledge scores 29

Table 1.2. Chapter 1 figures 49

Table 2.1. Chapter 2 figures 66

Table 3.1. Chapter 3 figures 86

Figures 6

Figure 1. The relationship between assessment items and teachers' general pedagogical knowledge 19

Figure 2. Sample item: Positive behaviour support strategies 22

Figure 3. Sample item: Pre- and post-test scores 23

Figure 4. Sample item: Teacher response 24

Figure 1.1. The distribution of general pedagogical knowledge 30

Figure 1.2. Share of teachers at different levels of general pedagogical knowledge 31

Figure 1.3. Teachers' GPK and students' outcomes 33

Figure 1.4. General pedagogical knowledge and time spent on maintaining discipline 34

Figure 1.5. General pedagogical knowledge and time spent on actual teaching and learning 35

Figure 1.6. Adaptive teaching practices and general pedagogical knowledge 37

Figure 1.7. Teaching practices for cognitive activation and general pedagogical knowledge 39

Figure 1.8. Assessment practices and general pedagogical knowledge 40

Figure 1.9. Stress from student behaviour and general pedagogical knowledge 41

Figure 1.10. Workload-related stress and general pedagogical knowledge 42

Figure 1.11. Other sources of stress and general pedagogical knowledge 43

Figure 1.12. Enjoyment of teaching and general pedagogical knowledge 44

Figure 1.13. General pedagogical knowledge and intentions to leave the teaching profession 45

Figure 1.14. The distribution of teachers across schools 47

Figure 1.15. Differences in average general pedagogical knowledge, by school characteristics 48

Figure 2.1. Gender differences in general pedagogical knowledge 54

Figure 2.2. General pedagogical knowledge, by years of teaching experience 56

Figure 2.3. Self-efficacy in core areas of teaching and general pedagogical knowledge 58

Figure 2.4. Self-efficacy in additional areas of teaching and general pedagogical knowledge 60

Figure 2.5. General pedagogical knowledge and sense of preparedness 62

Figure 2.6. Knowledgeable teacher reports of preparation in different dimensions of teaching, by country 64

Figure 3.1. Differences in general pedagogical knowledge, by teachers' level of educational attainment 72

Figure 3.2. General pedagogical knowledge and subject-specific teacher education 74

Figure 3.3. General pedagogical knowledge and fast-track/shorter or specialised teacher education 75

Figure 3.4. General pedagogical knowledge, by qualification vintage 77

Figure 3.5. General pedagogical knowledge and subject categories of initial teacher education 80

Figure 3.6. General pedagogical knowledge, by availability of school induction programmes 82

Figure 3.7. General pedagogical knowledge and school induction activities 83

Figure 3.8. General pedagogical knowledge and teachers' engagement in collaborative practices 85

Boxes 47

Box 1.1. Policy example: Encouraging talented teachers to move to disadvantaged schools in the United States 47

Box 3.1. Reforms to initial teacher education 78

Infographics 7

Infographic 1. TALIS TKS 2024 key results 1/2 15

Infographic 2. TALIS TKS 2024 key results 2/2 16

Appendix Tables 7

Table A A.1. TALIS 2024 TKS context areas related to general pedagogical knowledge 93

Table A A.2. TALIS 2024 TKS assessment framework of general pedagogical knowledge 94

Table A A.3. TALIS 2024 TKS supplementary categories of general pedagogical knowledge 95

Table A A.4. GPK item proportions by dimension and sub-dimension 95

Table A A.5. GPK item proportions by knowledge base 96

Table A A.6. GPK item proportions by cognitive demand 96

Table A A.7. GPK item proportions by thematic orientation 97

Table A A.8. List of items that were excluded or treated as national items 99

Table A B.1. Initial teacher education 102

Table A B.2. Content of initial teacher education 104

Table A B.3. Teaching practicum requirements 104

Table A B.4. Formal induction programmes in schools 105

Table A B.5. Alternative pathways into the teaching profession 106

Table A B.6. Teachers' professional development 107

Table A C.1. Adjudication rules for school or principal data 111

Table A C.2. Adjudication rules for teacher data 111

Table A C.3. ISCED Level 2: Principal participation and recommended ratings 112

Table A C.4. Teacher Knowledge Survey: Teacher participation and recommended ratings 113

Table A D.1. Country coverage of international averages in TKS 2024 119

Table A E.1. Chapter 1 The importance of general pedagogical knowledge 126

Table A E.2. Chapter 2 Highly knowledgeable teachers: their characteristics and self-image 126

Table A E.3. Chapter 3 Education systems can help teachers develop general pedagogical knowledge 127

Appendix Figures 7

Figure A A.1. CERI Conceptual framework of teachers' professional competence 91

Figure A D.1. Illustrative example: complete vs. no clustering of teachers 124

출판사 책소개

알라딘제공
The OECD Teacher Knowledge Survey (TKS) is the first large-scale study of teachers' general pedagogical knowledge with internationally comparable data from representative samples of teachers. In 2024, eight countries participated in this new optional module of the Teaching and Learning International Survey (TALIS). Teachers completed an assessment of their general pedagogical knowledge and reported on their professional experiences, practices, and perceptions. Data from TKS give insights into the importance of pedagogical knowledge, where to find it and how to support its development.

추천서가 (다양한 추천 자료를 만나보세요)

권호기사보기

권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 기사목차

권호

기사명 원문보기 기사목차
닫기