The document discusses the work of the Centre for Educational Research and Innovation (CERI) at the OECD. CERI conducts forward-looking research on education with a focus on innovation in teaching and learning. Some of CERI's major projects include the Teaching and Learning International Survey (TALIS), which collected data on teachers and schools in over 20 countries, and research on how to better prepare teachers for diverse classrooms through pre-service and in-service training. The document outlines CERI's past work over 40 years and current research agenda, which examines topics like effective teaching strategies, innovative learning environments, and teacher quality.

1. OECD/CERI Research
on Innovating
Teaching and Learning
Dirk Van Damme
Head of the Centre for Educational
Research and Innovation – OECD/EDU

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. 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

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
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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
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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
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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. 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
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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
Creating Effective Teaching and
Learning Environments
First Results from TALIS
OECD Teaching and Learning International Survey (TALIS)

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. 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. 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. Migrant students performance in PISA
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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. 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. From homogeneity to diversity
Classroom Practices?
•crossing cultural borders
•tools for critical reflection

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)
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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
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Thank you !
dirk.vandamme@oecd.org
www.oecd.org/edu/ceri
www.oecd.org/edu/talis
www.oecd.org/edu/ted