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Presentation ted seminar brussels

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Presentation ted seminar brussels

  1. 1. OECD/CERI Research on Innovating Teaching and Learning Dirk Van Damme Head of the Centre for Educational Research and Innovation – OECD/EDU
  2. 2. Why focus on education? • Education contributes to: – economic and social development – innovation and sustainable growth – social mobility and mitigating inequalities Main OECD goal: to help countries to improve the quality, equity, effectiveness and efficiency of their educational systems 2
  3. 3. Innovation and research: CERI Centre for Educational Research and Innovation • Established in 1968; 40th anniversary in 2008 • Mission: forward-looking research on education at all levels (micro, meso, macro), with special focus on innovation in teaching and learning
  4. 4. 4
  5. 5. CERI – some basic facts • Relies on its own ear-marked budget from members plus voluntary contributions, diverse sources • Aims to inform long-term policy development by: – generating forward-looking research analyses and syntheses; – identifying and stimulating educational innovation; – promoting international exchange of knowledge and experience • Approx. 20 staff based in Paris • Programme overseen by a Governing Board of all Member countries, meets bi-annually 5
  6. 6. CERI’s 42 years • 1970s: equality in education, innovation in educational management, curriculum development, recurrent education • 1980s – 1990s: indicators, technology, youth/youth unemployment, environmental education • 1990s: futures (schooling, HE), learning, knowledge/the knowledge economy, the international dimension • 2000s: shift of focus to innovation 6
  7. 7. Programme of Work 2009-10 • INES: EAG, TALIS, VET • Innovation Strategy for Education • Teacher Education for Diversity • Educational R&D indicators • New Millennium Learners • Innovative Learning Environments • Globalisation and Linguistic Competences • Market Mechanisms in Education 7
  8. 8. 2005: Teachers Matter • Countries report serious concerns about : – maintaining an adequate supply of good quality teachers – long-term trends for the teaching workforce (e.g. fewer “high achievers”, fewer males, ageing) – perception of initial teacher education as low quality, with little connection to induction and on-going professional development – high rates of teacher attrition, especially among new teachers 8
  9. 9. 2007-09: TALIS 1 • Teaching and Learning International Survey – 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 – Data collection school year 2007-08 – www.oecd.org/edu/talis 9
  10. 10. Teacher background characteristics Professional development of teachers Teaching beliefs, practices and attitudes School evaluation, appraisal and feedback of teachers School leadership School autonomy and resources Socio-economic background of students Teachers’ self-efficacy Classroom disciplinary climate 10
  11. 11. 11 Creating Effective Teaching and Learning Environments First Results from TALIS OECD Teaching and Learning International Survey (TALIS)
  12. 12. Teacher Education for Diversity • Project started in 2009, ending in 2010 • Q: How can we best prepare for diverse classrooms: – pre-service teachers – in-service teachers – teacher educators? • Looking for evidence base, gaps – Building analytic framework: literature review/research synthesis, expert meetings – Adding: views from practitioners 12
  13. 13. Teacher Education for Diversity • Why focus on diversity? – Migration is one of the most important social phenomena affecting 21st century education – Evidence from PISA and other data that migrant students are performing extremely bad in many countries, and are performing reasonably well in others – Evidence from TALIS that there is a great need for pre-service and in-service training for teachers to cope with diverse classrooms 13
  14. 14. Immigration into the OECD area has increased over the past fifteen years 0 50 100 150 200 250 300 350 1990 1992 1994 1996 1998 2000 2002 2004 2006 EEA+Switzerland except Germany Australia and Canada Germany Japan United States Gross inflows of foreigners in selected OECD countries, 1990-2006, 1990=100 14
  15. 15. Migrant students performance in PISA 15
  16. 16. TALIS 0 25 50 75 100 Data from TALIS 2009 % of teachers reporting a high or moderate need for prof dev for “teaching in a multicultural setting”
  17. 17. New Publication Part 1: Concepts, Research and Context Part 2: Preparing Teachers for Diverse Classrooms Part 3: Moving into Practice Part 4: The Pending Agenda
  18. 18. From homogeneity to diversity Classroom Practices? •crossing cultural borders •tools for critical reflection
  19. 19. 2011-12 PWB • ‘Teachers, teaching quality and learning’ is one of the four core themes – Effective teaching strategies (CERI) – Innovative learning environments (CERI) – Assesment and evaluation (EDPC) – TALIS 2013 (EDPC) 19
  20. 20. 2010 Education Ministerial Investing in Human Capital: New Challenges 4-5 November 2010, OECD Conference Centre, Paris Tackling the effects of the crisis Investing in human capital: matching skills to emerging needs Equipping effective teachers for the 21st century Optimising the social impact of education 20
  21. 21. 21 Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri www.oecd.org/edu/talis www.oecd.org/edu/ted

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