JT03401877Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016)15 UnclassifiedEnglish -Or. English EDU/WKP(2016)15 2 OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org. This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.EDU/WKP(2016)15 3 ACKNOWLEDGEMENTSThe author would like to thank Julie Bélanger (RAND Europe) and Noémie Le Donné and Pablo Fraser (OECD Directorate for Education and Skills) for their helpful comments on earlier versions of the draft. Thanks also go to Emily Groves for formatting and proof-reading the paper. The support provided by the Thomas J. Alexander Fellowship at the OECD made this paper and its analysis possible. ABSTRACTThis paper examines the contribution of high-quality teacher professional development (TPD) to the strategies teachers report using to improve students' learning in the classroom. What was taught in this TPD, and how it was delivered to teachers is compared across the 35 educational systems with available data in TALIS 2013. Results suggest that teachers who take part in curriculum-focused TPD are more likely to report using a variety of the instructional methods considered in this study. Furthermore, TPD delivered with greater levels of teacher collaborati...

How can professional development enhance teachers' classroom practices?• Teacher professional development is deemed to be high quality when it includes opportunities for active learning methods, an extended time period, a group of colleagues, and collective learning activities or research with other teachers. The higher the exposure of teachers to high-quality professional development, the more likely they are to use a wide variety of teaching practices in the classroom.• Professional development activities that focus on curriculum knowledge (rather than subject knowledge or pedagogy) and that involve collaborating with other teachers seem particularly well suited to enhancing teachers' classroom practices. However, these types of professional development are not those that are most widely used around the world.

TRABAJO INVESTIGACIÓN RESUMENObjetivo: Analizar las propiedades psicométricas de un cuestionario específicamente diseñado para determinar el grado de conocimiento sobre salud bucal de cuidadores de niños con Parálisis Cerebral. Materiales y métodos: Participaron cien cuidadores de niños con Parálisis Cerebral, usuarios del Instituto Nacional de Rehabilitación Pedro Aguirre Cerda, Santiago. Se evaluó el instrumento mediante el análisis de componentes principales, se calcularon los coeficientes de correlación de Pearson para indagar los patrones de asociación existentes entre sus componentes, se analizó la confiabilidad (alfa de Cronbach) y, considerando los valores percentiles del promedio de las respuestas, se determinaron los puntajes de corte, estableciéndose los niveles de conocimiento reportados por los participantes. Resultados: El análisis indicó que existe un factor latente sobre el único constructo definido -el grado de conocimiento sobre salud bucodental de cuidadores de niños con Parálisis Cerebral. El alfa de Cronbach fue 0.91. Todas las correlaciones fueron positivas y de magnitud no despreciable. Se establecieron cuatro niveles de conocimiento: "muy por debajo de lo esperado", "bajo lo esperado", "sobre lo esperado" y "muy sobre lo esperado". Conclusiones: La confiabilidad de las propiedades psicométricas del instrumento son apropiadas para su uso en atención clínica o proyectos de investigación.