Teacher support for student learning
保存先:
| 出版年: | OECD Education Policy Perspectives (Jun 11, 2025) |
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| 出版事項: |
Organisation for Economic Cooperation and Development (OECD)
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| オンライン･アクセス: | Citation/Abstract Full Text - PDF |
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| 抄録: | This policy paper examines teacher support for students in mathematics lessons, drawing on data from PISA 2022 and previous cycles. It highlights key trends and explores how school contexts, teacher practices, and student characteristics influence the level of support students receive. Over the past decade (2012–2022), teacher support has declined in most participating education systems. This paper addresses the critical question of how education systems can reverse this trend and strengthen teacher support. Understanding the conditions and practices that enable teachers to effectively meet students’ diverse learning needs is essential. Through this analysis, the paper provides insights and policy recommendations to help foster supportive learning environments, guide education reform, and mitigate the decline in teacher support observed since 2012. |
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| ISSN: | 2226-0943 |
| DOI: | 10.1787/97b3a899-en |
| ソース: | Political Science Database |