Preparing Teachers and Developing School Leaders for the 21st Century

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54 © Chapter 2 Preparing teachers: delivery of 21st century skills references Barron, B.J.S., et al. (1998), “doing with understanding: lessons from research on problem- and project-based learning”, Journal of the Learning Sciences, 7(3-4), pp. 271-311. Elmore, R. (2002), “the limits of change”, Harvard Education Letter, January-february. Gertzman, A. and J.L. Kolodner (1996), “a case study of problem-based learning in middle-school science class: lessons learned”, in proceedings of the second annual conference on the learning sciences, evanston/chicago, pp. 91-98. Good, T. L. and J.E. Brophy (1986), Educational Psychology (3rd ed.), longman, new york. Lehtinen, E. (2003), “computer-supported collaborative learning: an approach to powerful learning environments”, in e. de corte, l. verschaffel, n. entwistle and J. van Merriënboer (eds.), Powerful Learning Environments: Unravelling Basic Components and Dimensions, advances in learning and instruction series, elsevier science ltd., oxford, pp. 35-53. Mayer, R.E. (2004), “should there be a three-strikes rule against pure discovery learning?” American Psychologist, 59(1), pp. 14-19. Norman, D.A. (1993), Things That Make Us Smart, addison-Wesley, reading, Ma, usa. OECD (2010), Innovative Workplaces: Making Better Use of Skills within Organisations, oecd Publishing. Puntambekar, S. and J.L. Kolodner (2005), “toward implementing distributed scaffolding: helping students learn science from design”, Journal of Research in Science Teaching, 42(2), 185–217. Remillard, J.T. (2005), “Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula”, Review of Educational Research, vol. 75, no. 2, pp. 211-246. Salomon, G. (ed.), (1993), Distributed Cognition: Psychological and Educational Considerations, cambridge university Press, cambridge. van der Linden, J., et al. (2000) “collaborative learning”, in r.J. simons, J. van der linden and t. duffy (eds.), New Learning, Kluwer academic Publishers, dordrecht, the netherlands, pp. 37-54. OECD 2012 PreParing teachers and develoPing school leaders for the 21st century – lessons froM around the World
Chapter 3 preparInG teacherS: matchInG demand and SuppLy Many education systems face a daunting challenge in recruiting high-quality graduates as teachers, particularly in shortage areas, and retaining them once they are hired. How have countries succeeded in matching their supply of highquality teachers to their needs? How have they prepared teachers for priority subjects or locations? Competitive compensation and other incentives, career prospects and diversity, and giving teachers responsibility as professionals are important parts of strategies to attract the most talented teaches to the most challenging classrooms. Active recruitment campaigns can emphasize the fulfilling nature of teaching as a profession, and seek to draw in groups that might not otherwise have considered teaching. Where teaching is seen as an attractive profession, its status can further be enhanced through selective recruitment that makes teachers feel that they will be going into a career sought after by accomplished professionals. All this demands that initial education prepares new teachers to play an active role in designing and delivery of education, rather than just following standardized practices. PreParing teachers and develoPing school leaders for the 21st century – lessons froM around the World © OECD 2012 55
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