Lacking clear goals for what pupils of each age should be achieving, teachers in Latin America are "working in the dark", says Andreas Schleicher, one of the OECD study's organisers.
However, there is a growing interest for exploring how MOOCs can enrich traditionally taught courses and act as a complementary resource in achieving teachers' and students' goals.
Experts emphasized the need to build on existing national efforts to re-define the common elements required to achieve teacher excellence in school leadership and strategies for ongoing professional development and support.
"A skilled mentor in the early stages of training is much more important than achieving a teacher training qualification".
Most start their training at graduate level, where there are several ways of achieving Qualified Teacher Status (QTS), which is the prerequisite for working in any "maintained" (i.e. state-sector) or special school in the UK.
Establishing a nurturing and positive teacher-student relationship through personal comments has been proven to be achieved if teachers learn and begin to show pleasure in students' effort (Tchudi, 1986; Walvoord, 1986, as cited in Holmes & Smith, 2003).
The best research shows that good results are achieved when teachers are trained on an ongoing basis and are given the time to reflect upon their practice.
But to achieve that, teachers need to be given clearer recommendations on the minimum amount of time required to teach about the Holocaust and explicit educational aims of the work.
"These results have been achieved by teachers who, despite pay cuts, attacks on their working conditions, slashed funding, loss of specialist support and attacks on their professional status and competence, have worked hard to do the best they can for their pupils.
The activities developed has achieved with teachers, physical therapist and students, all of them members of the research team.
