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TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What to expect from TALIS 2018

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Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

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TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What to expect from TALIS 2018

  1. 1. TALIS 2018 PRE-LAUNCH WEBINAR NEW INSIGHTS ON TEACHING AND LEARNING - WHAT TO EXPECT FROM TALIS 2018 VOLUME I: TEACHERS AND SCHOOL LEADER AS LIFELONG LEARNERS 5 June 2019 Andreas Schleicher OECD Director for Education and Skills
  2. 2. Context for work on teachers and school leaders • Unprecedented changes – Students need to learn an ever-changing set of skills to thrive in digital and globalised economies and societies  Requires curriculum redesign that affects teachers’ initial and continuous training – Working environment of teachers and school leaders is changing with schools and classrooms more diverse than in the past  Move towards more inclusive, targeted and individualised instruction – The profession is becoming more complex in a changing world  Teachers have to continuously adapt in increasingly short periods of time  Requires constantly updating teachers’ knowledge and know-how based on education research/learning science • Teachers and their principals need to be lifelong learners
  3. 3. Building on a now-famous motto “The quality of an education system cannot exceed the quality of their teachers and principals”… …but the quality of teachers and principals cannot exceed the quality of their training, their practices, their opportunities to collaborate and develop further, and their learning environments.
  4. 4. 4 The imperative of professionalism to empower teachers as agents of change Recruit top candidates into the profession Retain and recognise effective teachers, and create a path for growth Improve the public view of teaching as a profession Develop teaching as a profession Support teachers as they continue to develop their practice
  5. 5. TALIS OVERVIEW
  6. 6. TALIS overview TALIS is the first international survey examining teaching and learning environments in schools. It asks teachers and school leaders about their work, their schools and their classrooms with 48 education systems covered TALIS options: Some countries also survey their primary and upper secondary teachers as well as conduct TALIS in PISA schools 3 surveys to date: 2008 with 24 education systems covered 2013 with 34 education systems covered + 4 in 2014 2018 3rd cycle of TALIS with 48 education systems from all continents covered
  7. 7. TALIS is developed in partnership 2 surveys to date: 2008 with 24 education systems covered 2013 with 34 education systems covered + 4 in 2014 3rd round of TALIS with 48 education systems covered TALIS Is a partnership between 48 Educational systems Educational systems European Commission Teachers’ Unions International research consortium
  8. 8. TALIS 2013 SELECTED RESULTS
  9. 9. Teachers perception of the value of teaching 0 10 20 30 40 50 60 70 80 90 100 Singapore Korea Finland Alberta (Canada) Flanders (Belgium) Shanghai (China) NewZealand Russia Netherlands Australia England(UK) UnitedStates Average Norway Japan Latvia Denmark Poland Iceland Estonia Czech Republic Portugal Sweden France Percentageofteachers Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
  10. 10. Australia Brazil Bulgaria Chile Croatia Czech Republic Denmark Estonia Finland France Iceland Israel Italy Japan Korea Latvia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Spain Sweden Alberta (Canada) England (United Kingdom) Flanders (Belgium) United States 0 5 10 15 20 25 30 35 40 45 0 10 20 30 40 50 60 70 80 Shareofmathematicstopperformers Percentage of teachers who agree that teaching is valued in society Countries where teachers believe their profession is valued show higher levels of excellence (PISA) Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
  11. 11. Age and gender of teachers Singapore AbuDhabi(UAE) Malaysia Brazil England(UK) Alberta(Canada) Poland Flanders(Belgium) Mexico France Romania Korea Israel Portugal Average Serbia Chile Croatia Japan Iceland SlovakRepublic Finland Norway Spain CzechRepublic Denmark Netherlands Australia Sweden Latvia Bulgaria Estonia Italy 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Under 30 years 30-49 years 50-59 years 60 years or more Female
  12. 12. Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson How teachers spend their time in class 8% 13% 79% TALIS 2013 average Administrative Tasks Keeping order in the classroom Actual teaching and learning
  13. 13. What teachers do beyond teaching Average number of 60-minute hours teachers report spending on the following tasks in an average week Finland Malaysia Abu Dhabi (United Arab Emirates) Flanders (Belgium) IsraelItaly Malaysia JapanMalaysiaSweden Finland Korea Finland Malaysia Finland Korea Finland Malaysia Portugal Singapore CroatiaFinland Japan 0 2 4 6 8 10 Number of hours School management Communication with parents All other tasks Extracurricular activities Student counselling Team work Administrative work Marking Planning
  14. 14. Even when induction programmes are offered, not all teachers participate in them Percentage of lower secondary teachers with less than three years experience at their school and as a teacher who work in schools offering access to formal induction programmes, and their reported participation in such programmes 0 10 20 30 40 50 60 70 80 90 100 Iceland Finland Serbia Japan SlovakRepublic Netherlands Norway Alberta(Canada) Flanders(Belgium) Australia UnitedStates Croatia Korea Average Chile Israel Malaysia England(United Kingdom) Romania CzechRepublic Singapore Access Participation %
  15. 15. Policy levers to teacher professionalism Knowledge base for teaching (initial education and incentives for professional development) Autonomy: Teachers’ decision- making power over their work (teaching content, course offerings, discipline practices) Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations) Teacher professionalism Teacher professionalism
  16. 16. Teacher professionalism Knowledge base for teaching (initial education and incentives for professional development) Autonomy: Teachers’ decision- making power over their work (teaching content, course offerings, discipline practices) Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations) Teacher professionalism
  17. 17. 0 1 2 3 4 5 6 7 8 9 10 Spain Japan France Brazil Finland Flanders Norway Alberta(Canada) Australia Denmark Israel Korea UnitedStates CzechRepublic Shanghai(China) Latvia Netherlands Poland England NewZealand Singapore Estonia Networks Autonomy Knowledge Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 18 TALIS Teacher professionalism index TALIS Teacher professionalisation index
  18. 18. Teacher professional collaboration 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaboratefor commonstandards Teamteaching CollaborativePD Jointactivities Classroom observations Percentageofteachers Average Professional collaboration Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination (OECD countries)
  19. 19. 11.40 11.60 11.80 12.00 12.20 12.40 12.60 12.80 13.00 13.20 13.40 Never Onceayearorless 2-4timesayear 5-10timesayear 1-3timesamonth Onceaweekormore Teacherself-efficacy(level) Teach jointly as a team in the same class Observe other teachers’ classes and provide feedback Engage in joint activities across different classes Take part in collaborative professional learning Less frequently More frequently Teachers’ self-efficacy and professional collaboration
  20. 20. Student-teacher ratios and class size Figure II.6.14 CABA (Argentina) Jordan Viet Nam Poland United States Chile Denmark Hungary B-S-G-J (China) Turkey Georgia Chinese Taipei Mexico Russia Albania Hong Kong (China) Japan Belgium Algeria Colombia Peru Macao (China) Switzerland Malta Dominican Republic Netherlands Singapore Brazil Kosovo Finland Thailand R² = 0.25 5 10 15 20 25 30 15 20 25 30 35 40 45 50 Student-teacherratio Class size in language of instruction High student-teacher ratios and small class sizes Low student-teacher ratios and large class sizes OECD average OECDaverage
  21. 21. Teachers’ job satisfaction and class size 10.00 10.50 11.00 11.50 12.00 12.50 13.00 15 or less 16-20 21-25 26-30 31-35 36 or more Teachers'jobsatisfaction(level) Class size (number of students)
  22. 22. 0 10 20 30 40 50 60 70 Low professionalism High professionalism Fig II.3.3 Perceptions of teachers’ status Satisfaction with the profession Satisfaction with the work environment Teachers’ self-efficacy Teacher job satisfaction and professionalism
  23. 23. WHAT TALIS 2018 OFFERS
  24. 24. Scope of TALIS 2018 TALIS 2008 About 70,000 teachers in 4,500 schools TALIS 2013 About 150,000 teachers in 9,500 schools Number of participants 2008 2013 2018 ISCED 2 24 34 (+4) 48 ISCED 1 - 6 15 ISCED 3 - 10(+1) 11 TALIS-PISA link - 8 9 TALIS 2018 About 260,000 teachers in 15,000 schools representing more than 8 millions teachers across 48 countries
  25. 25. TALIS-participating countries and economies *Note: TALIS only runs in a sub-national entity of the following countries: Argentina (Buenos Aires), Canada (Alberta), China (Shanghai) and the United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map. TALIS 2008 and 2013-14 TALIS 2018 new systems
  26. 26. TALIS 2018 content in a nutshell • 2 new thematic areas to remain policy relevant – Innovation capacity (organisation and team innovativeness) – Teaching in diverse environments in terms of social & cultural composition of the student body (equity and diversity beliefs and practices, self-efficacy in multicultural classrooms and environments) • New content to expand existing themes – Commitment to teaching profession (motivation to join profession, teacher attrition and turnover, principals’ and teachers’ career plans/attrition) – Satisfaction with level of autonomy in target class – Stress and well-being (workplace well-being and stress, sources of stress) – Policy influence (perception of value and policy influence, teachers’ spending priorities)
  27. 27. TALIS 2018 content - 11 themes 1. Initial training 2. Professional development 3. Teaching practices 4. Professional practices 5. Feedback and appraisal 6. Job satisfaction 7. Human resources issues 8. Leadership 9. Classroom /school climate 10. Innovation 11. Equity and diversity Cross-cutting themes
  28. 28. TALIS 2018 new questions Motivation to join the profession
  29. 29. TALIS 2018 new questions Innovation
  30. 30. TALIS 2018 new questions Teaching in multicultural and/or multilingual settings
  31. 31. TALIS 2018 new questions Priority areas for policy intervention Thinking about education as a whole, if the budget were to be increased by 5%, how would you rate the importance of the following spending priorities
  32. 32. TALIS 2018 Results Volume I Teachers and School Leaders as Lifelong Learners Pillar addressed: Knowledge and skills Volume II Teachers and School Leaders as Valued Professionals Pillars addressed: Career opportunities, professional responsibility and autonomy, collaborative communities and prestige 19 June 2019 March 2020
  33. 33. TALIS 2018 Results - Volume I Teachers and School Leaders as Lifelong Learners Adjusting practices to changing times Chapter 2: Teaching and learning for the future  Describes what teachers do in their classrooms and how teaching has changed over the past five to ten years  Examines the extent to which teachers and school leaders engage in activities to support student learning  Describes the extent to which teachers and schools are able to innovate in their methods of teaching and working together Chapter 3: The changing landscape of teaching  Describes how the teaching landscape has changed since 2008, both with regard to teachers’ and school leaders’ demographics, and in the contexts for teaching and learning (diversity, school climate…)  Identifies school-resource issues that, according to teachers and school leaders, particularly require action
  34. 34. TALIS 2018 Results - Volume I Teachers and School Leaders as Lifelong Learners Enhancing the knowledge and skills of teachers and school leaders Chapter 4: Attracting and effectively preparing candidates  Describes how teachers were attracted to and prepared for the teaching profession  Explores the support provided to new teachers in their early career years Chapter 5: Providing opportunities for continuous development  Examines participation in and need for training of teachers and principals  Reports teachers’ views on the characteristics of effective training  Examines the barriers to participation in training and the support received by teachers and principals to overcome them
  35. 35. TALIS 2018 reporting principles 1. Reporting results about both teachers and school leaders across themes throughout the report 2. Drawing meaningful international comparisons – OECD average, EU-total, TALIS average 3. Changes over time – 2008-2013-2018 4. Contextualisation of results using breakdown variables: school characteristics, school resources, teacher characteristics 5. Cross-theme analyses for each chapter 6. Focus on lower secondary teachers and school leaders; text boxes on primary and upper secondary education
  36. 36. TALIS 2018 products 19 June 2019 Volume I ~250 pages of analysis ~250 result tables ~60 charts Datasets for ISCED 2, 1 & 3 (Part I) ~270,000 observations ~1,000 variables Technical Report: description of steps, procedures, methodologies, standards and rules applied to collect high quality data for TALIS 2018 …and country notes, launch videos, podcasts, infographics, …
  37. 37. TALIS 2018 Products What’s next? • End of 2019: – TALIS 2018 User’s Guide: thorough introduction to the TALIS database and its analysis – TALIS-PISA link datasets (Part I): datasets for 9 countries – Updated Technical Report: updated with information on the TALIS-PISA link datasets • March 2020 – TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals – Full TALIS dataset for ISCED 2 and all TALIS options: Parts I and II – TALIS Teachers’ Guide (Volume II), and other TALIS 2018 Products • Further thematic reports (tentative) – Dec 2020 - Schools performing against the odds (TALIS-PISA link option) – Sept 2021 - Primary and upper secondary education teachers and principals (ISCED 1 and 3 options) – Feb 2022 - Equity issues across schools, teachers and students
  38. 38. Find out more about TALIS at www.oecd.org/talis All national and international publications The complete micro-level database The 2018 conceptual framework and questionnaires Email: TALIS@oecd.org

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