Presentation on theme: "Developing a High-Quality Teaching Profession – What TALIS can tell us Michael Davidson OECD Directorate for Education TALIS webinar, 7 December 2012."— Presentation transcript:
Developing a High-Quality Teaching Profession – What TALIS can tell us Michael Davidson OECD Directorate for Education TALIS webinar, 7 December 2012
34 member countries Mission: to promote policies that will improve the economic and social well-being of people around the world. Growing recognition of importance of education Education work includes: Quantitative indicators and analysis Policy reviews Research and innovation What is the OECD?
Why TALIS? Education is a key driver for economic and social well-being Teachers matter ! –Lack of international comparative data on teachers “TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high quality teaching profession” – OECD Director of Education 3
WHAT DID TALIS 2008 TELL US? PREPARING FOR TALIS 2013
TALIS 2008 Teachers of lower secondary education and the principals of their schools Representative samples Data collected through questionnaires 24 participating countries –Netherlands did not achieve the sampling standards School year 2007-08
Country means of teacher self- efficacy and job satisfaction
8 Teachers who receive more professional development feel more effective and a majority of teachers would like more professional development. (TALIS 2008)
Comparison of the level and intensity of participation in professional development Percentage of teachers undertaking professional development Average days of professional development undertaken Netherlands
Aspects of teaching with high level of need for professional development (2007-08)
Barriers to participation in professional development TALIS average
Professional development Countries are investing significantly in teachers’ professional development – but there appear to be real issues about matching demand and supply, cost and benefit. There is a lack of suitable development activities on offer to satisfy teachers’ demand
Some teachers are left alone Teachers who received no appraisal or feedback in their schools Figure 5.3
Does appraisal and feedback support teacher development?
16 Only a minority of teachers reported that their appraisal affects their professional development, career, or pay. A great majority say that they receive no recognition for improving the quality of their teaching or that that they would not be rewarded for being innovative. (TALIS 2008)
School leadership support In many countries an instructional leadership style is associated with supporting teachers’ professional development
School principals according to their level of management styles by country (2007-08) Figure 6.2 Score on instructional leadership scale Score on administrative leadership scale
Overview of TALIS 2013 33 countries School year 2012-2013 Teachers and principals of lower secondary education (ISCED 2) –Options to survey elementary (ISCED 1) and upper secondary (ISCED 3) and PISA schools Same overall policy focus with some new indicators 21 AustraliaFinlandMexicoSwedenMalaysia Belgium (Fl)FranceNetherlandsEnglandRomania Canada (Alberta) IcelandNorwayUnited States Serbia ChileIsraelPolandBrazilSingapore Czech Republic ItalyPortugalBulgariaUAE DenmarkJapanSlovak Rep.Croatia EstoniaKoreaSpainLatvia
Teacher Questionnaire Information on teachers and their working conditions Personal information, time as teacher, teacher training (university or otherwise), working time Continuing professional development: access, content, methods, costs, needs, potential barriers Appraisal: Who is involved, how is it conducted, criteria, impact, teacher perception School climate, job satisfaction + professional mobility Pedagogical aspects Teaching beliefs, activities and feelings of self-efficacy Classroom practices: contextual data, methods
School Leader Questionnaire Information related to teaching and learning Contextual elements: personal data, information about the school Leadership/ management of the school Evaluation of teachers School climate, job satisfaction
TALIS 2013 Timeline ActivityDate Field trialMarch/April 2012 Main study- Southern HemisphereSept-December 2012 Main study- Northern HemisphereMarch-May 2013 Results publishedJune 2014 24
Thank you for listening! Michael.firstname.lastname@example.org www.oecd.org/TALIS 25
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