This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
The short guide for undergraduate, pre-service, graduate and licensed teachers on how to become the professional TEACHER that every educator wanted to be. Hope it will help.
'Teacher Professionalism in the New Era.' (National Education Conference, 28 ...GTC Scotland
'Teacher Professionalism in the New Era.'
University of Aberdeen, Workshop 2, GTC Scotland National Education Conference, 28 May 2009.
Recently proposed models of teacher professionalism reference, among others, the following characteristics: critical thinking, collective and collaborative action, trust, reflective and reflexive practice, creativity and autonomy. This workshop will consider these attributes and will examine tensions that exist between current practices in Scottish Education and the attributes of teacher professionals in these new models.
Research data from the Scottish Teachers for a New Era Project will be presented to illustrate issues and stimulate discussion with particular reference to values and beliefs held by new entrants to the profession.
The short guide for undergraduate, pre-service, graduate and licensed teachers on how to become the professional TEACHER that every educator wanted to be. Hope it will help.
'Teacher Professionalism in the New Era.' (National Education Conference, 28 ...GTC Scotland
'Teacher Professionalism in the New Era.'
University of Aberdeen, Workshop 2, GTC Scotland National Education Conference, 28 May 2009.
Recently proposed models of teacher professionalism reference, among others, the following characteristics: critical thinking, collective and collaborative action, trust, reflective and reflexive practice, creativity and autonomy. This workshop will consider these attributes and will examine tensions that exist between current practices in Scottish Education and the attributes of teacher professionals in these new models.
Research data from the Scottish Teachers for a New Era Project will be presented to illustrate issues and stimulate discussion with particular reference to values and beliefs held by new entrants to the profession.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Training program - assessment in education (PYP)NiketaSuri
Presentation during an interactive training program for EYFS & PYP teachers, on Assessments and Evaluations in Education (Emphasis on IB PYP), during our orientation program.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
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.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
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.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Training program - assessment in education (PYP)NiketaSuri
Presentation during an interactive training program for EYFS & PYP teachers, on Assessments and Evaluations in Education (Emphasis on IB PYP), during our orientation program.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
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.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
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.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Encuesta Docentes Talis España lanzamiento b pont junio 2014Beatriz Pont
Resumen de datos clave de percepción de docentes y directores españoles sobre su preparación y prácticas en las escuelas y clases - en comparación internacional - Segun nueva encuesta de la OCDE TALIS.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
TALIS 2018 - Teachers and school leaders as lifelong learnersEduSkills OECD
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.
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
Presentation by Montserrat Gomendio, Deputy Director of Education and Skills, OECD, for the launch of School Leadership for Learning, organised by The Alliance for Excellent Education and the OECD, 20 September 2016, Washington, DC
Presentation by Richard Yelland, OECD Head of Policy Advice and Implementatio...unicefmne
Presentation by Mr Richard Yelland, OECD Head of Policy Advice and Implementation Division, at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
TALIS 2018 - Teachers and school leaders as lifelong learners (Washington, DC)EduSkills OECD
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.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Similar to Supporting Teacher Professionalism Insights From TALIS 2013 (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Prevalence of memorisation
rehearsal, routine exercises, drill and
practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.20 0.40 0.60 0.80 1.00 1.20
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaboration
reasoning, deep learning, intrinsic
motivation, critical thinking,
creativity, non-routine problems
3. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
33 Background: TALIS 2013
…representing more than 4 million teachers in over 30
countries and economies…
Over 100 thousand randomly selected lower secondary
teachers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working
conditions and learning environments in their schools…
…responding to questions about their background, their teaching
practices, support and development, their relationships with
colleagues and students and the leadership in their schools
5. • Defined as knowledge that is necessary for teaching
• Index includes: formal teacher education, and whether the teacher has
incentives for professional development (e.g. receives time release during
professional hours) and participates in professional development
Knowledge
• Defined as teachers’ decision-making power over aspects related to their work
• Index includes decision making over: teaching content, course offerings,
discipline practices, assessment and materials
Autonomy
• Defined as opportunities for the information exchange and support needed to
maintain high standards of teaching
• Index includes: participation in induction, mentoring programmes and/or
network of teachers, receiving feedback from direct observations
Peer networks
5
55 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
55 Conceptualising Teacher Professionalism
7. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
77
Not everywhere where induction programmes are
accessible do teachers use them
Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the
following reported 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
Georgia
Serbia
Japan
SlovakRepublic
Netherlands
Norway
Alberta(Canada)
Flanders(Belgium)
Australia
UnitedStates
Croatia
Korea
Average
Russia
Chile
Israel
NewZealand
Malaysia
England(UnitedKingdom)
Romania
CzechRepublic
Singapore
Shanghai(China)
Access
Participation
%
8. Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Georgial
Brazil
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
Shanghai (China)
Spain
Abu Dhabi (United Arab
Emirates)
Croatia
Poland
Mexico
Chile Norway
Finland
Denmark Flanders (Belgium)
Sweden
Singapore
Italy
Estonia
Israel
Russia
United States Japan
Serbia
France
Malaysia
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Percentageofteachersworkinginschoolswherethe
principalreportsthatmentoringprogrammesareavailable
forallteachersintheschool
Percentage of teachers who report presently having
an assigned mentor to support them
Czech
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Not everywhere where principals say mentoring is available
do teachers have mentors
12. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1212 Models of teacher professionalism
High Peer Networks/
Low Autonomy
High AutonomyKnowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
13. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1313 Models of teacher professionalism
High Peer Networks/
Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
15. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 Relationship between teacher professionalism and learning
Relationship between PISA 2012 mathematics scores and teacher professionalism index (system-level)
Dubai (UAE)
Australia
Flanders (Belgium)
Bulgaria
Brazil
Alberta (Canada)
Chile
Shaghai (China)
Czech RepublicDenmark
England (UK)
Spain
EstoniaFinland
France
Croatia
Iceland
Israel
Italy
Japan
Korea
Latvia
Mexico
Malaysia
Netherlands
Norway
New Zealand
Poland
Portugal
Romania
Russian Federation
Singapore
Serbia
Slovak RepublicSweden
350
400
450
500
550
600
650
5.0 6.0 7.0 8.0 9.0 10.0 11.0
PISAmathematicsscore
Teacher professionalism index
R = 0.298
16. Status of the
profession
Teachers’
perception of
the extent to
which teaching
is valued as a
profession
Satisfaction with
the profession
Teachers’ report
on the extent
to which
teachers are
happy with
their decision
to become a
teacher.
Satisfaction with
work
environment
Teachers’ report
on the extent
to which
teachers are
happy with
their current
schools.
Self-efficacy
Teachers’
perception of
their
capabilities (e.g.
controlling
disruptive
behaviour, use
a variety of
assessment
strategies, etc.).
1
1616 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Policy-relevant teacher outcomes
17. 0
10
20
30
40
50
60
70
Overall professionalism = 1
Overall professionalism = 5
Overall professionalism = 10
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1717 Teacher professionalism index and teacher outcomes
The relationship between overall teacher professionalism and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
18. 0
10
20
30
40
50
60
70
80
Knowledge = 0
Knowledge = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1818 Knowledge base index and teacher outcomes
The relationship between knowledge base and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
19. 0
10
20
30
40
50
60
70
80
Networks = 0
Networks = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Peer networks index and teacher outcomes
The relationship between peer networks and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
20. 0
10
20
30
40
50
60
70
80
Autonomy = 0
Autonomy = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2020 Autonomy index and teacher outcomes
The relationship between autonomy and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
24. 2
2424 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2424 Conceptualising high-needs schools
School Low needs Medium needs High needs
Percentage of students
in high needs group
(second-language
learners, students with
special needs and
students that are socio
-economically
disadvantaged)
Less than 11% of
students
11 to 30% of students
Greater than 30% of
students
25. 2
2525 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2525 Socio-economically disadvantaged schools
Teacher professionalism support gap and the percentage of schools that fall into the high socio-economically
disadvantaged category
Australia
Flanders (Beligum) Alberta (Canada)
Chile
Czech RepublicDenmark
Estonia
Finland
France
Iceland
Israel Italy
Japan
Korea
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
England (UK)
Brazil
Bulgaria
Croatia
Georgia
Latvia
Malaysia
Romania
Russian Federation
Serbia
Shanghai (China)
Singapore
Dubai (UAE))
0
10
20
30
40
50
60
70
-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4
Highconcentration-economicallydisadvantaged
Teacher professionalism support gap - economically disadvantaged
26. 2727 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2727
Knowledge domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Norway
AbuDhabi(UAE)
Israel
Netherlands
England(UK)
Belgium(Flanders)
Alberta(Canada)
Italy
Australia
Serbia
Croatia
Shanghai(China)
Spain
Singapore
Poland
Malaysia
SlovakRepublic
Mexico
Chile
Estonia
Brazil
NewZealand
Romania
Latvia
Portugal
France
Georgia
Japan
Sweden
Korea
Bulgaria
Low
High
Association between satisfaction with current working environment and knowledge domain for each country separated by a
high and low socio-economically disadvantaged concentration level.
Unstandardisedcoefficients
27. 2828 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2828
Peer networks domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Bulgaria
Australia
Netherlands
AbuDhabi(UAE)
England(UK)
NewZealand
Serbia
Singapore
Estonia
Croatia
Chile
Sweden
Shanghai(China)
Norway
Belgium(Flanders)
Mexico
SlovakRepublic
Brazil
Alberta(Canada)
Poland
Portugal
Malaysia
Italy
Spain
France
Korea
Latvia
Romania
Israel
Japan
Georgia
Low
High
Association between satisfaction with current working environment and peer networks domain for each country separated by
a high and low socio-economically disadvantaged concentration level.
Unstandardisedcoefficients
28. 2
2929 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2929 Equity in teacher professionalism support
Most Equitable Mixed Equity Least Equitable
England (United Kingdom) Abu Dhabi (United Arab Emirates) Croatia
Korea Australia Estonia
Latvia Flanders (Belgium) Israel
Spain Brazil Malaysia
Sweden Bulgaria Netherlands
Alberta (Canada) Poland
Chile Portugal
Czech Republic Serbia
Denmark Slovak Republic
Finland
France
Georgia
Iceland
Italy
Japan
Mexico
New Zealand
Norway
Romania
The Russian Federation
Shanghai (China)
Singapore
30. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3131 The importance of teacher professionalism
Teachers in schools that adopt more practices related to
improving teacher professionalism (especially teachers’
knowledge base and peer networks) feel:
• more satisfied,
• more capable (i.e. have higher feelings of self-efficacy),
• that teaching professions has a higher status in the
society.
31. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3232 How can systems support teacher professionalism?
Policies supporting teacher professionalism should consider:
• requiring teachers to participate in pre-service formal
teacher education programmes that expose teachers to
pedagogy and provide opportunities to practice teaching;
• expanding induction and mentoring programs;
• supporting teachers in conducting classroom-based
individual or collaborative research;
• encouraging teachers’ participation in networks of other
teachers for information exchange.
32. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3333 How can systems support teacher professionalism?
TALIS
is a partnership
between
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
33. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
34
• The report has been prepared by:
Elizabeth Buckner
(FHI 360)
Christine Harris-Van Keuren
(Education Policy Institute)
Carina Omoeva
(FHI 360)
Under the oversight of OECD Secretariat
William Smith
(RESULTS Educational Fund)
Charles Gale
(FHI 360)
Editor's Notes
All coefficients are statistically significant. The coefficients are a measure of how much the adoption of an additional best practice is associated with a change in outcomes, measured as a standard deviation.
As can be seen, coefficients for self-efficacy range from a low of about 0.045 in France to highs of about 0.139 in Malaysia and 0.135 in England, United Kingdom. In these latter two countries there is a pronounced relationship between professionalism and the degree to which teachers feel able to carry out their jobs.