Norway Teachers
All high-performing education systems fulfil these eight teacher policy goals to a certain extent in order to ensure that every classroom has a motivated, supported and competent teacher. These goals were identified through a review of research stu...
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| Autor principal: | |
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| Formato: | Online |
| Idioma: | inglês |
| Publicado em: |
World Bank, Washington, DC
2018
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| Assuntos: | |
| Acesso em linha: | http://documents.worldbank.org/curated/en/105111520619750746/SABER-Teachers-Norway-Country-Report-2015 https://hdl.handle.net/10986/29524 |
| Resumo: | All high-performing education systems
fulfil these eight teacher policy goals to a certain extent
in order to ensure that every classroom has a motivated,
supported and competent teacher. These goals were identified
through a review of research studies on teacher policies, as
well as an analysis of policies of top-performing and
rapidly improving education systems. Three criteria were
used to identify the teacher policy goals, which had to be:
(1) linked to student performance through empirical
evidence; (2) a priority for resource allocation; and (3)
actionable, meaning they identify actions that governments
can take to improve the education policy. The eight teacher
policy goals exclude other objectives that countries might
wish to pursue to increase the effectiveness of their
teachers, but on which there is too little empirical
evidence at present to allow for specific policy recommendations. |
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