TALIS (Teaching and Learning International Survey)

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Effective teaching and teachers are key to producing high performing students. TALIS is the first international programme to focus on the learning environment and the working conditions of teachers in schools. TALIS fills important information gaps in the international comparisons of education systems. It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in some key policy areas. Cross-country analysis from TALIS allows countries to identify other countries facing similar challenges and to learn from other policy approaches.

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TALIS (Teaching and Learning International Survey)

  1. 1. TALISTeaching and LearningInternational Survey
  2. 2. Outline• Why TALIS?• TALIS 2008 – Overview – Findings: International report • Conditions for effective learning • Improving teaching practices • Supporting high quality teaching (Teacher feedback and Teacher professional development)• TALIS 2013 – Innovations (Coverage, indicators, link to PISA, video study) – Timelines 2
  3. 3. WHY TALIS? 3
  4. 4. INPUT PROCESS OUTPUT LearningResources Teaching outcomesStudents Learning Attainment 4
  5. 5. PROCESS School OUTPUTINPUT Teachers Black box Leadership Parents Stakeholders 5
  6. 6. TALIS within EDU• OECD/EDU has a lot of knowledge on – Input – Outputs: attainment level, learning outcomes• And some knowledge on – School characteristics – Teaching workforce – Leadership• But very little knowledge – On what actually happens in the ‘black box’ of the teaching/learning interaction 6
  7. 7. TALIS brief• International survey of teachers and principals• Goal: Fill key international (and national) data gaps: – Teachers – Teaching – The impact that teachers can have on student learning• Representative samples – 200 schools; 20 teachers – Randomly selected 7
  8. 8. TALIS 2008 8
  9. 9. Overview of TALIS 2008• School year 2007-08• Teachers and principals of lower secondary education• Focus - Policies and practices to support effective teaching and learning: – Appraisal of teachers and feedback to teachers – Teaching practices, attitudes and beliefs – School leadership – Professional development of teachers 9
  10. 10. Coverage: 24 Countries• Australia • Iceland • Netherlands• Austria • Ireland • Norway• Belgium (Fl) • Italy • Poland• Brazil • Korea • Portugal• Bulgaria • Lithuania • Spain• Denmark • Malta • Slovak• Estonia • Malaysia Republic• Hungary • Mexico • Slovenia • Turkey 10
  11. 11. TALIS 2008 RESULTS 11
  12. 12. TALIS 2008 Outputs • One general report: Creating Effective Teaching and Learning Environments (2009) • Three thematic reports: – Teachers’ professional development (EC) – Experience of new teachers – Teaching practices and innovation in schools 12
  13. 13. Teachers’ belief in their own effectiveness Conditions for effective learning Classroom Job climate & satisfaction disciplineConditions for effective learning 13
  14. 14. School climate – Student Factors100%90%80%70%60%50%40%30%20%10% 0% 14
  15. 15. Country means of teacher self- efficacy and job satisfaction 3.5 3.4 Norway Belgium (Fl.) 3.3 AustriaJob satisfaction 3.2 Denmark Slovenia Ireland Iceland Spain Malta Italy Malaysia 3.1 Poland Korea Bulgaria Estonia Portugal Turkey Mexico Australia 3.0 Brazil Lithuania Slovak Republic 2.9 Hungary 2.8 -1.0 -0.5 0.0 0.5 1.0 Self -efficacy: standardised factor scores
  16. 16. The quality of the classroom environment 90Percentage of lesson time spent Bulgaria Estonia Hungary teaching and learning 85 Slovak Republic Slovenia Lithuania Norway Denmark Poland Ireland 80 Spain Malta Korea Belgium (Fl.) Austria Portugal Turkey Italy 75 Australia Iceland Malaysia Mexico 70 Brazil 65 60 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 Classroom disciplinary climate: mean standardised factor score
  17. 17. Teachers’ beliefs about teaching and learning Improving teaching practices Teachers’ Teaching professional practices activities usedTeaching practices and beliefs 17
  18. 18. Teachers’ beliefs about the nature of teaching and learning Direct transmission beliefsIpsative Constructivist beliefsmeans0.40.30.20.10.0-0.1-0.2-0.3-0.4
  19. 19. 0.0 0.5 1.0 1.5 -1.5 -1.0 -0.5 Denmark Norway Iceland Malaysia Turkey Poland Mexico Brazil Enhanced teaching activities Austria Structuring teaching practices Australia KoreaSlovak Republic Estonia Spain Slovenia Belgium (Fl.) Lithuania Portugal Italy Bulgaria Teachers’ teaching practices Malta Student-oriented teaching practices Hungary Ireland
  20. 20. Frequency & type of teacher feedback Supporting high quality teaching Impact of Recognition teacher for good feedback teachingTeacher appraisal and feedback 20
  21. 21. Impact of teacher feedback A development plan to improve teaching Emphasis placed on improving student test scores Teaching students with special learning needs Teaching in a multicultural setting%100 90 80 70 60 50 40 30 20 10 0 Norway Australia Malaysia Korea Estonia Brazil Slovenia TALIS Average Austria Denmark Mexico Bulgaria Poland Malta Hungary Portugal Spain Italy Belgium (Fl.) Lithuania Turkey Slovak Republic Ireland Iceland
  22. 22. Teachers’ perceptions of feedback outcome60 Teachers would receive rewards for improved teaching quality50 Teachers would receive rewards for innovative40 teaching3020100 Belgium… Slovak… TALIS… Poland Estonia Hungary Slovenia Spain Denmark Iceland Australia Malta Ireland Norway Bulgaria Lithuania Malaysia Italy Mexico Brazil Turkey Portugal Austria Korea 22
  23. 23. Teachers’ perceptions of feedback outcome Principal would take steps to alter rewards of a persistently underperforming teacher Teachers will be dismissed because of sustained poor performance70605040302010 0 Belgium… Slovak… TALIS… Austria Norway Denmark Slovenia Hungary Poland Iceland Lithuania Australia Ireland Malta Malaysia Bulgaria Brazil Spain Estonia Mexico Korea Italy Portugal Turkey
  24. 24. Types & amount of professional development Supporting high quality teaching Impact of Needs and professional barriers developmentIn-service teacher professionaldevelopment and training 24
  25. 25. Comparison of the level and intensity ofparticipation in professional development 40 TALIS AverageAverage days of professional development Mexico 35 Italy Korea 30 Bulgaria Poland Spain 25 Portugal Brazil 20 TALIS Average 15 Hungary Turkey Iceland Estonia Denmark Lithuania Malaysia Austria 10 Norway Australia Slovak Republic Belgium (Fl.)undertaken Slovenia Ireland Malta 5 0 70 75 80 85 90 95 100 Percentage of teachers undertaking professional development
  26. 26. 10 20 0 70 50 80 30 40 60 90 Mexico Brazil Malaysia Portugal Norway Bulgaria Spain Korea Italy Australia TALIS average Ireland Estonia Turkey Denmark Lithuania Austria Poland Malta Slovak Republic Hungary participate in more development Iceland Slovenia Percentage of teachers who wanted to27 Belgium (Fl.)
  27. 27. Percentage of teachers reporting a highlevel of professional development need%4540353025201510 5 0 Special ICT teaching Student Student Teaching in a learning needs skills discipline counselling multicultural setting 28
  28. 28. Barrier to participation504540353025201510 5 0 29
  29. 29. TALIS 2013 30
  30. 30. TALIS is growing! 33 confirmed countries - new in green Confirmed Australia France Poland Belgium (Fl.) Iceland Portugal Brazil Israel Romania Bulgaria Italy SerbiaCanada (Alberta) Japan Singapore Chile Korea Slovak Republic Croatia Latvia Spain Czech Republic Malaysia Sweden Denmark Mexico UK (England) Estonia Netherlands UAE (Abu Dhabi) Finland Norway USA 31
  31. 31. Innovations in TALIS 2013• Wider coverage: Elementary and upper secondary level options (ISCED 1 and 3)• Linking to student outcomes: Optional school- level link to PISA 2012• Getting closer to teaching practices: Pilot video study of teaching practices 32
  32. 32. International Options ISCED 1 ISCED 3 PISA linkBelgium (Fl.) Australia Australia Denmark Denmark Finland Finland Finland Latvia Mexico Iceland Mexico Norway Italy Portugal Poland Mexico Romania Norway Spain Singapore Singapore Abu Dhabi Poland 33
  33. 33. TALIS 2013 Content Countries’ stated priorities Trends Furtheringbetween findings from TALIS 1st round and rounds PISA Proposed content 34
  34. 34. TALIS 2013: Purpose & Dimensions Information on teaching workforce and conditions of TALIS goal: Increase the teaching international informationavailable to OECD countries on teachers, teaching, andthe impact that teachers can Increased emphasis on how have on student learning these conditions affect the pedagogical aspects of teachers’ work, as well as schools’ and teachers’ effectiveness 35
  35. 35. Main Themes  Initial teacher training Induction, mentoring, and professional development  Appraisal and feedback  School climate  School leadership Teaching practices and beliefs, student assessment • Mathematics module 36
  36. 36. Some New Indicators• School leadership: Distributed leadership• Principal PD• Initial teacher training and how well it prepares for teaching• Access to induction and mentoring• School climate: Parent-teacher and parent- school relations 37
  37. 37. Some New Indicators (cont.)• Teachers’ beliefs about student assessment practices• Profile of student assessment practices• Profile of teaching practices in mathematics 38
  38. 38. Why a link to PISA 2012? Provide a context for teacher and principal responsesBenefits of PISA link for TALIS Allow policy issues to be analysed in the context of student performance and equity 39
  39. 39. Opportunities for policy analysis Examine associations between teacher and school professional practices with student outcomes at the school level. For example:How is the academic profile of students in school related to teachers’ : – stated needs for professional development? – likelihood of participating in in-service training? – evaluation of the impact of their training on their work? 40
  40. 40. Video study• Why? – To get closer to the quality of teachers and teaching and to obtain more objective information on teaching practices.• Status: – Planning stage to lead to a proposal in 2012 for a 3-year pilot study 41
  41. 41. TALIS 2013 Timeline Activity DatePilot August - September 2011Field trial March/April 2012Main study- Southern Hemisphere Sept-December 2012Main study- Northern Hemisphere March-May 2013Initial report June 2014 42
  42. 42. Thank you! dirk.vandamme@oecd.orgkristen.weatherby@oecd.org julie.belanger@oecd.org www.oecd.org/edu/talis 43

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