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
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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)
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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
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