2. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
22 TALIS en breve
Más de 100.000 docentes y directores de más de 6500
escuelas
…participaron en una encuesta internacional sobre sus
condiciones laborales, sus prácticas docentes, su desarrollo, sus
entornos de aprendizaje y sobre liderazgo escolar
…con el objetivo de apoyar el desarrollo de la profesion docente
fortalecer la percepción de la sociedad y ofrecer información sobre
las prácticas que pueden apoyar el desarrollo docente
representando ………más de 4 millones de docentes en 34
países
3. TALIS
Entornos de aprendizaje :
Características de docentes y escuelas
La importancia del liderazgo
escolar
Desarrollar y apoyar a
los docentes
Docencia, evaluación y
retroalimentación
Prácticas docentes y en el aula
Auto eficacia y satisfacción en el
trabajo
5. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.3
55 TALIS en breve
Para la mayoría de los países TALIS,
Pocos países atraen a
los docentes con más
experiencia…
…a las escuelas con más retos
6. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.3
66 Genero y edad de los docentes
% de mujeres docentes y distribución de docentes por grupos de edad
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
8. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.388
La satisfacción en el trabajo no depende del número de
alumnos por aula, más por comportamiento de alumnos
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of
students with behavioural problems
10,0
10,5
11,0
11,5
12,0
12,5
13,0
15orless
16-20
21-25
26-30
31-35
36ormore
Teacherjobsatisfaction(level)
Class size (number of students)
Average Spain
10,0
10,5
11,0
11,5
12,0
12,5
13,0
13,5
None
1%to10%
11%to30%
31%ormore
Teacherjobsatisfaction(level)
Students with behavioural problems
Average Spain
12. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.3
1212
Falta de recursos que dificultan la capacidad de la
escuela de ofrecer educación de calidad
% de docentes cuyos directores informan que estos temas dificultan la calidad de la enseñanza en la escuela
0 10 20 30 40 50 60
Vocational teachers
Instructional materials
Library materials
Internet access
Computer software for instruction
Computers for instruction
Qualified and/or well-performing teachers
Support personnel
Teachers with competences in teaching students with special
needs
Spain Average
14. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.31414
Necesidades de formación profesional de los
docentes
Porcentaje de profesores de educación secundaria obligatoria que indican que tienen una gran necesidad de desarrollo
profesional en las siguientes áreas
0 5 10 15 20 25 30 35 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Spain Average
15. Mean mathematics performance,by schoollocation,after
accountingfor socio-economic status
Fig II.3.31515
Desarrollo professional realizado recientemente por
el profesorado según tipo e intensidad
Percentage of teachers who participated in the
following professional development activities in the
12 months prior to the survey
Average number of days
of participation among
those who participated
Courses/workshops 8
Education conferences or seminars where teachers and/or
researchers present their research results and discuss
educational issues
4
Observation visits to other schools 3
In-service training courses in business premises, public
organisations or non-governmental organisations
7
Observation visits to business premises, public
organisations or non-governmental organisations
3
Participation in a network of teachers formed specifically
for the professional development of teachers
Individual or collaborative research on a topic of interest to
the teacher
Mentoring and/or peer observation and coaching,
as part of a formal school arrangement
Qualification programme (e.g., a degree programme)
71%
44%
19%
14%
13%
37%
31%
29%
18%
16. Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
Estonia
Spain
Abu Dhabi (UAE)
Croatia
Poland
Mexico
Chile Norway
Finland
Denmark
France
Flanders (Belgium)
ItalySweden
Singapore
Malaysia
Serbia
Israel
Japan
United States
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Percentageofteachersworkinginschoolswherethe
principalreportsthatmentoringprogrammesare
availableforallteachersintheschool
Percentage of teachers who report presently having
an assigned mentor to support them
Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.31616
No donde se reporta que hay “tutoría entre profesores” hay
mentores
17. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.31717
Acceso a programas de iniciación profesional a la
docencia
Porcentaje de profesores de educación secundaria obligatoria cuyos directores dicen que en sus centros existen programas de iniciación
professional formales o informales
100 80 60 40 20 0 20 40 60 80 100
Singapore
England (United Kingdom)
Malaysia
Australia
Flanders (Belgium)
Netherlands
Croatia
Japan
Italy
Bulgaria
Alberta (Canada)
Serbia
Slovak Republic
Israel
Korea
Abu Dhabi (United Arab Emirates)
France
Average
Sweden
Denmark
Norway
Iceland
Finland
Romania
Estonia
Chile
Czech Republic
Latvia
Mexico
Brazil
Spain
Poland
Portugal
Formal induction accessible
for all new teachers to the
school
Formal induction accessible
only for teachers new to
teaching
Access to informal induction
activities (not part of an
induction programme) for
new teachers
18. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.31818
Obstáculos para la participación en el desarrollo
profesional
Porcentaje de profesores que están “de acuerdo” o” muy de acuerdo” con que los siguientes
elementos suponenun obstáculo para su participación en actividades de desarrollo profesional
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,
seniority)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
Spain Average
19. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.31919 Impacto del desarrollo profesional
…el desarrollo profesional en el
que participaron ha tenido
impacto positivo en su trabajo.
Mas del ¾ docentes
dicen que …
España= más del 80%
21. Feedback following classroom
observation
%
Feedback following assessment of
teachers' content knowledge
%
Feedback following analysis of
student test scores
%
External individuals or
bodies
16 11 9
Schoolprincipal 39 20 24
Member(s)of school
managementteam
32 20 27
Assigned mentors 12 9 7
Other teachers
(not a partof the
managementteam)
24 15 18
I have never received
this feedback in this
school.
21 44 35
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2121 De dónde procede el feedback
24. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2424 Consecuencias del feedback
Porcentaje de profesores de educación secundaria obligatoria que está “de acuerdo” o “muy de acuerdo”
con:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would be
dismissed
The best performing teachers in this school receive the greatest
recognition
Teacher appraisal and feedback have little impact upon the way
teachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their
work as a teacher
Spain Average
25. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2525
Feedback y cambios en la forma de actuar del
profesorado
Porcentaje de profesores de educacionsecundaria obligatoria que informan sobre una cambio positivo
“moderado”o “grande” en los siguientos aspectosdespués de recibir feedbacksobre su trabajo
0
10
20
30
40
50
60
70
80
90
100
Confidenceasateacher
Motivation
Jobsatisfaction
Knowledgeandunderstandingofmain
subjectfield(s)
Teachingpractices
Studentassessmentstoimprovestudent
learning
Classroommanagementpractices
Methodsforteachingstudentswithspecial
needs
Publicrecognition
Jobresponsibilities
Roleinschooldevelopmentinitiatives
Amountofprofessionaldevelopment
Likelihoodofcareeradvancement
Salaryand/orfinancialbonus
Average Spain
Personal Pedagogical Professional
27. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2727 Lo que los profesores hacen más allá de dar clase
Número medio de horas de 60mn que los profesoresdicenque emplean en realizar las siguientes
actividades en una semana normal de trabajo
Finland Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
IsraelItaly Malaysia
JapanMalaysiaSweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
0 1 2 3 4 5 6 7 8 9 10
Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
30. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3030
Porcentaje de profesores de educaciónsecundaroiaobligatoria que están” de acuerdo” o “muy de
acuerdo” con las siguientes afirmaciones:
84
90
91
87
89
95
0 20 40 60 80 100
I would recommend my school as a
good place to work
I enjoy working at this school
All in all, I am satisfied with my job
Spain Average
Satisfacción del profesorado con su entorno de trabajo
32. Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.33232 Lo que impulsa la satisfacción en el trabajo
Cuanto más frecuentemente
los profesores informan de
que participan en prácticas
colaborativas con sus
compañeros
Mayor es su nivel de
auto-eficacia
Y lo mismo ocurre con la
satisfacción en el
trabajo.
33. TALIS
is a partnership
between
Mean mathematics performance,by schoollocation,after acc
ounting for socio-economic status
Fig II.3.33333 Acerca de TALIS
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
Más información sobre TALIS en www.oecd.org/talis
• Todas las publicaciones nacionales e internacionales
• La base de datos completa con todos los datos
Email: beatriz.pont@OECD.org
Twitter:@beatrizpont