Supporting Teacher Professionalism

TALIS

Supporting Teacher Professionalism

TALIS

INSIGHTS FROM TALIS 2013

Supporting Teacher

Professionalism

This report examines the nature and extent of support for teacher professionalism using

the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and

principals around the world. Teacher professionalism is defined as the knowledge, skills,

and practices that teachers must have in order to be effective educators.

Contents

Chapter 1. Conceptualising teacher professionalism

Chapter 2. The nature and extent of teacher professionalism

Chapter 3. Teacher professionalism and policy-relevant outcomes

Chapter 4. Equity and teacher professionalism

Chapter 5. Policy recommendations

Consult this publication on line at:

This work is published on the OECD iLibrary, which gathers all OECD books, periodicals

and statistical databases.

Visit oecd- and do not hesitate to contact us for more information.

2016

ISBN 978-92-64-24859-5

87 2015 02 1P

9 789264 248595

Supporting Teacher Professionalism INSIGHTS FROM TALIS 2013

The report focuses on lower secondary teachers (ISCED 2) in different education systems

and looks at cross-cultural differences in teacher professionalism. It explores how teacher

professionalism is linked to policy-relevant teacher outcomes, such as perceived status,

satisfaction with profession and school environment or perceived self-efficacy. The report

also tackles equity concerns in teacher professionalism: it examines professionalism

support gaps, which are defined as differences in support for teacher professionalism

in schools with high levels of disadvantage as compared to those with low-levels of

disadvantage. Last, but not least, the report presents a number of policy-relevant

recommendations to enhance teacher professionalism and equity in access to high-quality

teaching in OECD member countries.

INSIGHTS FROM TALIS 2013

T E A C H I N G A N D L E A R N I N G I N T E R N AT I O N A L S U R V E Y

TALIS

Supporting Teacher

Professionalism

INSIGHTS FROM TALIS 2013

This work is published on the responsibility of the Secretary-General of the OECD. The opinions

expressed and arguments employed herein do not necessarily reflect the official views of the

OECD member countries.

This document and any map included herein are without prejudice to the status of or sovereignty

over any territory, to the delimitation of international frontiers and boundaries and to the name

of any territory, city or area.

Please cite this publication as:

OECD (2016), Supporting Teacher Professionalism: Insights from TALIS 2013, TALIS, OECD

Publishing, Paris.

ISBN 978-92-64-24859-5 (print)

ISBN 978-92-64-24860-1 (PDF)

TALIS

ISSN: 2312-9638 (online)

ISSN: 2312-962X (print)

The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities.

The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and

Israeli settlements in the West Bank under the terms of international law.

Photo credits:

? Andersen Ross/Inmagine LTD

? Digital Vision/Getty Images

? Feng Yu/Stocklib

? Hero Images/Corbis

? Michael Brown/Stocklib

? Monkey Busines/Fotolia

? Pressmaster/Shutterstock

? Vetta Collection/iStock

? Tyler Olson/Shutterstock

Corrigenda to OECD publications may be found on line at: publishing/corrigenda.

? OECD 2016

You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases

and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable

acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights

should be submitted to rights@. Requests for permission to photocopy portions of this material for public or commercial use

shall be addressed directly to the Copyright Clearance Center (CCC) at info@ or the Centre fran?ais d¡¯exploitation

du droit de copie (CFC) at contact@.

Foreword

Teachers around the world are increasingly being asked to teach more diverse student populations,

including disadvantaged and immigrant students, and students who may not be proficient in the country¡¯s

principle language. Investing in teachers¡¯ professionalism is one way that education systems can help

teachers face these challenges and, by doing so, ensure that all students receive the high-quality teaching

they need to succeed.

This report shows how countries can do that most effectively by focusing on teacher professionalism.

Examining the nature of teacher professionalism around the world, this report focuses on teachers¡¯

knowledge, autonomy in decision making, and engagement in peer networks as hallmarks of teacher

professionalism. The findings highlight the value of teacher collaboration, mentoring and pre-service

formal education programmes.

The report is based on results from the OECD Teaching and Learning International Survey (TALIS) 2013.

TALIS, the largest international survey of teachers, collects teachers¡¯ and principals¡¯ views about the

teaching and learning environments in their schools and their working conditions.

Andreas Schleicher

Director, Directorate for Education and Skills

SUPPORTING TEACHER PROFESSIONALISM: INSIGHTS FROM TALIS 2013 ? OECD 2016

3

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download