The vast majority of teachers say they joined the profession to contribute to society and influence children’s development. It seems many school systems can do more to support them in achieving that.
We might take learning more seriously if it felt more like play.
Most people probably have a good idea of makes a “good” teacher or principal. But being a professional encompasses much more than being “good” at work.
Using evidence to improve teaching needs to start with teachers – with their contexts, capabilities and motivations.
Many of the challenges that new teachers face are not exclusive to the initial years of their career, but are illustrative of the teaching profession more broadly.
A better understanding of the conditions under which teachers work (and students learn) can help countries face diverse challenges and improve policies.