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.
Application of modern teaching methods in nursing educationSoheir Elbanna
This session introduces modern teaching methods and provides an example of their application in nursing education. It discusses traditional teacher-centered methods where teachers hold knowledge and students are passive learners. Modern methods are learner-centered, interactive, collaborative, and use gamification, self-learning, visual/audio/kinesthetic approaches, and flipped classrooms. An example shows applying modern methods to teach operating room nursing procedures by overcoming gaps between skills lab and clinical placement environments.
This document discusses the need for curriculum revision and renewal. It defines curriculum and explains its significance as a plan for instruction and achieving educational goals. Regular revision is necessary to eliminate outdated content, introduce new knowledge and teaching methods, and align the curriculum with learner needs, interests, and societal changes. The curriculum renewal process should involve stakeholders and allow for continuous improvement based on assessment and evaluation of student learning. It is a significant undertaking that requires careful planning and implementation to be effective in facilitating social change.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
Application of modern teaching methods in nursing educationSoheir Elbanna
This session introduces modern teaching methods and provides an example of their application in nursing education. It discusses traditional teacher-centered methods where teachers hold knowledge and students are passive learners. Modern methods are learner-centered, interactive, collaborative, and use gamification, self-learning, visual/audio/kinesthetic approaches, and flipped classrooms. An example shows applying modern methods to teach operating room nursing procedures by overcoming gaps between skills lab and clinical placement environments.
This document discusses the need for curriculum revision and renewal. It defines curriculum and explains its significance as a plan for instruction and achieving educational goals. Regular revision is necessary to eliminate outdated content, introduce new knowledge and teaching methods, and align the curriculum with learner needs, interests, and societal changes. The curriculum renewal process should involve stakeholders and allow for continuous improvement based on assessment and evaluation of student learning. It is a significant undertaking that requires careful planning and implementation to be effective in facilitating social change.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Quality Vs Quantity Issues in Elementary EducationReenuMariamJose
The document discusses several factors related to improving the quality of education in India. It notes that a quality education focuses on the holistic development of students. Some issues impacting quality include high enrollment rates without adequate funding, facilities, or resources. Suggestions to improve quality involve increasing teacher capacity, reforming exams, using technology, and emphasizing skills and applied learning over rote memorization. Overall quality, not just quantity of education, is important to develop a skilled workforce and meet global standards.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
Team teaching originated in 1954 at Harvard University and involves two or more teachers sharing responsibility for student instruction. It has the objectives of improving instruction quality by utilizing teacher talents and resources. Characteristics include flexible planning, shared responsibility, and consideration of student and school needs. Procedures include planning, organizing instruction such as lead lectures, and evaluating student performance. Advantages are improved learning outcomes for students and professional development for teachers. Disadvantages can include lack of training, role conflicts, and loss of individual autonomy.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
Definitions, Historry, and Theories of Distance Educationhaiglerc
Distance education is defined as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Key elements include the separation of teachers and students, use of technology to enable interaction, and provision of resources and instructional support. Theories of distance education include those focused on learner independence, industrialization of teaching, and interaction/communication. While seen as new, distance education has roots over a century old, and definitions and understandings continue to evolve with changes in technology and ideas around teaching and learning.
This document presents a SWOT analysis of India's education system by Didwm Kumar Brahma, a third semester scholar at NIT Silchar. Some strengths include a large pool of human resources, English proficiency skills, and government initiatives providing a strong base. Weaknesses involve a lack of infrastructure investment, heavy reliance on government funding, and political interference. Opportunities include revenue from foreign students, increased competition improving quality, and FDI lowering costs. Threats are private institutions neglecting social responsibilities, irrelevant course marketing, and a focus on profits over quality as college numbers grow.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different teaching aids are outlined to help instructors select options that best support their learning objectives and engage students. Key considerations for using teaching aids effectively include preparation, presentation skills, readability, and relevance to the topic.
This document discusses adult learning principles and effective training methods for adult learners. It begins by introducing Dr. Charles Ware and his credentials in health education. It then outlines key differences between how children and adults learn, such as adults being self-directed and needing immediate application of knowledge. The document also discusses Malcolm Knowles' theory of andragogy and six assumptions about adult learners - that they have a self-concept of being responsible for their own decisions, a need to know why they need to learn something, valuable prior experiences to contribute, readiness to learn, orientation to learning focused on real-world problems, and intrinsic motivation. It concludes by evaluating several training methods and their advantages/disadvantages for adult learners
(1) The document discusses key elements of quality education, including the teacher and teaching methods, educational content, learning environment, school management and policies, parent involvement, and standards assessment.
(2) It defines quality as the standard or degree of excellence of something and notes that strengthening quality education requires consideration of many interrelated factors.
(3) Specific aspects of each element are described, such as the need for well-trained teachers, curriculum that meets social needs, a child-centered learning environment, clear school policies, parental support and involvement, and comprehensive student assessment.
Distance education uses technology to connect students and faculty who are separated by barriers of time and space. It promotes meaningful interaction to overcome the separation. Distance education provides flexible learning opportunities and can lead to career advancement. However, it requires self-motivation and discipline as students learn independently. Distance education programs also have costs associated with management, faculty time, and technology development.
The document discusses the manpower requirements approach used in educational planning, particularly in African countries in the 1960s-1970s. This approach aimed to project manpower needs and develop indigenous human resources after periods of colonial domination. It involved designing education systems to produce the quantity and skills needed by each economic sector. The key objectives were to avoid shortages in the labor market and estimate requirements like the number of graduates, teachers, and curriculum changes needed. The stages involved forecasting jobs, skills, student enrollments and balancing entrants/outflows to avoid shortfalls/surpluses in manpower supply. Examples of its application in countries like Kenya, Nepal, Cambodia, Zimbabwe and Botswana are also provided.
This document discusses digitalization in education. It defines digitalization as converting various media like text, pictures and sound into a digital format that can be processed by computers. It notes that computers work using the digital elements of 0 and 1. The document outlines various tools and means of digitalization like computers, the internet, smartphones, scanners and digital cameras. It also discusses how areas like learning, teaching, evaluation, research, extension and administration can utilize digitalization. Finally, it acknowledges some challenges of digitalization like addiction and security issues but emphasizes that digitalization can save time, increase transparency and overcome geographical limitations if implemented properly with a user-centric approach and adequate resources.
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.
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.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Quality Vs Quantity Issues in Elementary EducationReenuMariamJose
The document discusses several factors related to improving the quality of education in India. It notes that a quality education focuses on the holistic development of students. Some issues impacting quality include high enrollment rates without adequate funding, facilities, or resources. Suggestions to improve quality involve increasing teacher capacity, reforming exams, using technology, and emphasizing skills and applied learning over rote memorization. Overall quality, not just quantity of education, is important to develop a skilled workforce and meet global standards.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
Team teaching originated in 1954 at Harvard University and involves two or more teachers sharing responsibility for student instruction. It has the objectives of improving instruction quality by utilizing teacher talents and resources. Characteristics include flexible planning, shared responsibility, and consideration of student and school needs. Procedures include planning, organizing instruction such as lead lectures, and evaluating student performance. Advantages are improved learning outcomes for students and professional development for teachers. Disadvantages can include lack of training, role conflicts, and loss of individual autonomy.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
Definitions, Historry, and Theories of Distance Educationhaiglerc
Distance education is defined as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Key elements include the separation of teachers and students, use of technology to enable interaction, and provision of resources and instructional support. Theories of distance education include those focused on learner independence, industrialization of teaching, and interaction/communication. While seen as new, distance education has roots over a century old, and definitions and understandings continue to evolve with changes in technology and ideas around teaching and learning.
This document presents a SWOT analysis of India's education system by Didwm Kumar Brahma, a third semester scholar at NIT Silchar. Some strengths include a large pool of human resources, English proficiency skills, and government initiatives providing a strong base. Weaknesses involve a lack of infrastructure investment, heavy reliance on government funding, and political interference. Opportunities include revenue from foreign students, increased competition improving quality, and FDI lowering costs. Threats are private institutions neglecting social responsibilities, irrelevant course marketing, and a focus on profits over quality as college numbers grow.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different teaching aids are outlined to help instructors select options that best support their learning objectives and engage students. Key considerations for using teaching aids effectively include preparation, presentation skills, readability, and relevance to the topic.
This document discusses adult learning principles and effective training methods for adult learners. It begins by introducing Dr. Charles Ware and his credentials in health education. It then outlines key differences between how children and adults learn, such as adults being self-directed and needing immediate application of knowledge. The document also discusses Malcolm Knowles' theory of andragogy and six assumptions about adult learners - that they have a self-concept of being responsible for their own decisions, a need to know why they need to learn something, valuable prior experiences to contribute, readiness to learn, orientation to learning focused on real-world problems, and intrinsic motivation. It concludes by evaluating several training methods and their advantages/disadvantages for adult learners
(1) The document discusses key elements of quality education, including the teacher and teaching methods, educational content, learning environment, school management and policies, parent involvement, and standards assessment.
(2) It defines quality as the standard or degree of excellence of something and notes that strengthening quality education requires consideration of many interrelated factors.
(3) Specific aspects of each element are described, such as the need for well-trained teachers, curriculum that meets social needs, a child-centered learning environment, clear school policies, parental support and involvement, and comprehensive student assessment.
Distance education uses technology to connect students and faculty who are separated by barriers of time and space. It promotes meaningful interaction to overcome the separation. Distance education provides flexible learning opportunities and can lead to career advancement. However, it requires self-motivation and discipline as students learn independently. Distance education programs also have costs associated with management, faculty time, and technology development.
The document discusses the manpower requirements approach used in educational planning, particularly in African countries in the 1960s-1970s. This approach aimed to project manpower needs and develop indigenous human resources after periods of colonial domination. It involved designing education systems to produce the quantity and skills needed by each economic sector. The key objectives were to avoid shortages in the labor market and estimate requirements like the number of graduates, teachers, and curriculum changes needed. The stages involved forecasting jobs, skills, student enrollments and balancing entrants/outflows to avoid shortfalls/surpluses in manpower supply. Examples of its application in countries like Kenya, Nepal, Cambodia, Zimbabwe and Botswana are also provided.
This document discusses digitalization in education. It defines digitalization as converting various media like text, pictures and sound into a digital format that can be processed by computers. It notes that computers work using the digital elements of 0 and 1. The document outlines various tools and means of digitalization like computers, the internet, smartphones, scanners and digital cameras. It also discusses how areas like learning, teaching, evaluation, research, extension and administration can utilize digitalization. Finally, it acknowledges some challenges of digitalization like addiction and security issues but emphasizes that digitalization can save time, increase transparency and overcome geographical limitations if implemented properly with a user-centric approach and adequate resources.
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.
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 - 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.
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.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
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.
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.
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.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.
1) The document discusses findings from TALIS 2013, an international survey of over 100,000 teachers and school principals from over 6,500 schools in 34 countries. The survey examined teachers' working conditions, teaching practices, development, learning environments, and school leadership.
2) Key findings include that few countries attract more experienced teachers to schools with greater challenges, a lack of resources hampers schools' ability to provide quality education, and most teachers report that professional development has had a positive impact on their work.
3) Feedback practices and their impact are also examined. While over 80% of Spanish teachers report feedback has improved their work, many teachers internationally report never receiving certain types of feedback.
This document summarizes findings from the Teaching and Learning International Survey (TALIS) regarding teachers, teaching practices, professional development, and school leadership. Some key findings include:
- Many teachers face challenging classrooms with students of varying needs and abilities.
- Teachers spend much of their time on non-teaching tasks like administrative work and classroom management rather than actual teaching.
- Teacher collaboration and use of student-centered teaching practices are not very common.
- Barriers like lack of time and support prevent teachers from engaging in professional development.
- Feedback to help teachers improve is often lacking or not meaningful.
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.
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
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
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Education policy implementation: a framework for policy makers to help ensure that policies have impact in classrooms. Stakeholder engagement, smart policy design, conducive context and a coherent strategy
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
1. The document summarizes findings from TALIS 2013, a survey of over 100,000 teachers in over 30 countries. It discusses teachers' professional development needs, barriers to participation, classroom practices, job satisfaction, and perceptions of the teaching profession.
2. TALIS 2018 will survey teachers in 45+ countries, including new participants from Latin America, on topics like instructional practices, school leadership, professional development, and diversity. It aims to provide insights to help support and retain teachers.
3. TALIS is a collaboration between OECD, governments, the European Commission, and teachers' unions to better understand teachers and learning environments worldwide.
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.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
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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?
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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
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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
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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.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
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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
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Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
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
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. What is TALIS?
The largest international survey examining teaching and learning
environments in schools. Asks teachers and school leaders about their
work, their schools and their classrooms
with 48 education systems covered
TALIS options:
Some countries also surveyed
their primary and upper secondary
teachers and some conducted
TALIS in PISA schools
3 surveys to date:
2008: 24 education systems
2013: 38 education systems
2018: 48 education systems from all continents
3. Participants
*Note: TALIS is administered for a sub-national entity only in the following countries: Argentina
(Buenos Aires), Canada (Alberta), China (Shanghai) and the United Kingdom (England).
This map is for illustrative purposes and is without prejudice to the status of or sovereignty
over any territory covered by this map.
TALIS 2008 and 2013-14
TALIS 2018 new systems
TALIS 2008
70,000 teachers
in 4,500 schools
TALIS 2013
150,000
teachers in
9,500 schools
TALIS 2018
260,000 teachers
in 15,000 schools
representing more
than 8 millions
teachers across 48
countries
9. Use of ICT for class work is widespread overall,
but not universal…
10. Even before the crisis, the use of ICT for class work
was already on the rise…
0
20
40
60
80
100
Denmark
NewZealand
Australia
Mexico
Alberta(Canada)
Chile
Sweden
Portugal
Romania
Iceland
Georgia
Israel
Spain
Netherlands
Finland
Latvia
SlovakRepublic
Italy
Croatia
Estonia
Bulgaria
Singapore
Brazil
England(UK)
Flemish(Belgium)
France
CzechRepublic
Korea
Shanghai(China)
Japan
2018 2013
Table I.2.4
Percentage of teachers who “frequently” or “always” let students use ICT for projects or
class work
%
11. Innovative projects and the use of ICT can be useful
strategies to address the current challenges to school
0 10 20 30 40 50 60 70 80 90 100
Tell students to follow classroom rules
Tell students to listen to what I say
Calm students who are disruptive
When the lesson begins, tell students to quieten down quickly
Explain to students what I expect them to learn
Explain how new and old topics are related
Set goals at the beginning of instruction
Refer to a problem from everyday life or work
Present a summary of recently learned content
Let students practise similar tasks
Give tasks that require students to think critically
Have students work in small groups to come up with a solution
Let students to solve complex tasks
Present tasks for which there is no obvious solution
Let students use ICT for projects or class work
Give students projects that require at least one week to complete
OECD average-31
Teaching practices
Percentage of teachers who frequently or always use the following practices in their class
Classroom
management
Clarity of
instruction
Cognitive
activation
Enhanced
activities
%
12. Participation in professional development for
teachers and the need for it
0 10 20 30 40 50 60 70 80
Knowledge and understanding of my subject field(s)
Pedagogical competencies in teaching my subject field(s)
Student assessment practices
Knowledge of the curriculum
ICT skills for teaching
Student behaviour and classroom management
Teaching cross-curricular skills
Analysis and use of student assessments
Approaches to individualised learning
Teaching students with special needs
Teacher-parent/guardian co-operation
School management and administration
Teaching in a multicultural or multilingual setting
Communicating with people from different cultures or countries
Topic was included in professional development activities
High level of need for professional development in the topic %
Percentage of teachers for whom the following topics were included in their professional
development activities in the 12 months prior the survey and report a high level of need for them
Fig I.5.6/B
OECD average-31
14. Inclusion of ICT for teaching in initial
education or training matters to use it
0.0
0.5
1.0
1.5
2.0
2.5
3.0
CABA(Argentina)
Colombia
Shanghai(China)
Mexico
Brazil
Italy
UnitedArabEmirates
SouthAfrica
Japan
Latvia
Lithuania
Hungary
Korea
Austria
England(UK)
Iceland
France
Kazakhstan
Slovenia
Romania
SaudiArabia
Chile
UnitedStates
Sweden
Bulgaria
Turkey
OECDaverage-31
Israel
Georgia
SlovakRepublic
Belgium
Croatia
Singapore
Finland
Flemish(Belgium)
Netherlands
Spain
Alberta(Canada)
Malta
Russia
NewZealand
Denmark
CzechRepublic
Estonia
VietNam
Portugal
Australia
Teachers for whom the use of ICT for teaching was included in formal education or training are
more likely to report that they “frequently" or "always" let students use ICT for class work
Table I.4.18
Likelihood of teachers reporting to “frequently" or "always" let students use ICT for class work related to the
inclusion of the use of ICT for teaching in formal education or training
Odds ratio
Teachers for whom the use of ICT for teaching was included in formal education or training are
less likely to report that they “frequently" or "always" let students use ICT for class work
15. Online courses/seminars for professional development
could be mainstreamed in the new reality
0 10 20 30 40 50 60 70 80
Courses and/or seminars attended in person
Reading professional literature
Education conferences
Peer and/or self-observation and coaching as part of a formal
arrangement
Participation in a professional network
Online courses and/or seminars
Other types of professional development activities
Percentage of teachers who participated in the following professional development activities
%
Fig I.5.3
OECD average-31
21. The vast majority of teachers have a positive
attitude towards change and innovation...
0
20
40
60
80
100
Most teachers in the school
strive to develop new ideas for
teaching and learning
Most teachers in the school
provide practical support to
each other for the application
of new ideas
Most teachers in the school
search for new ways to solve
problems
Most teachers in the school are
open to change
Table I.2.35
Percentage of teachers who “agree” or “strongly agree” with the following statements
(OECD-31)%
23. 0 20 40 60 80 100
Collaborating with teachers to solve classroom discipline problems
Working on a professional development plan for the school
Providing feedback to teachers based on principal's observations
Observing instruction in the classroom
Taking actions to ensure that teachers feel responsible for their students’ learning outcomes
Taking actions to ensure that teachers take responsibility for improving their teaching skills
Taking actions to support co-operation among teachers to develop new teaching practices
Reviewing school administrative procedures and reports
Resolving problems with the lesson timetable in the school
Providing parents or guardians with information on the school and student performance
Collaborating with principals from other schools on challenging work tasks
OECD average-31
Direct
instructional
leadership
activities
Indirect
instructional
leadership
activities
Administrative
tasks
System
leadership
%
Guidance from school leaders matters for innovation,
but is not widespread across the board...
Principals' leadership activities
Percentage of low secondary principals who "often" or "very often" engaged in the following activities in
their school in the 12 months prior to the survey
25. Teachers joined the profession to make a
difference to society and children…
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development of
children and young people
Teaching allowed me to provide a contribution to society
Teaching allowed me to benefit the socially disadvantaged
Teaching was a secure job
Teaching provided a reliable income
The teaching schedule fit with responsibilities in my
personal life
Teaching offered a steady career path
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
26. Special needs students are at particular risk, since
schools lack teachers equipped to support them
0 5 10 15 20 25 30 35
Shortage of support personnel
Shortage of teachers with competence in special needs students
Shortage or inadequacy of time for instructional leadership
Shortage or inadequacy of physical infrastructure
Shortage or inadequacy of time with students
Shortage or inadequacy of instructional space
Shortage or inadequacy of digital technology for instruction
Shortage of qualified teachers
Shortage of teachers with competence in a multicultural setting
Insufficient Internet access
Shortage or inadequacy of necessary materials to train vocational skills
Shortage of teachers with competence in disadvantaged students
Shortage or inadequacy of library materials
Shortage of vocational teachers
Shortage or inadequacy of instructional materials
OECD average-30
Percentage of principals reporting that the following shortages of resources hinder the
school's capacity to provide quality instruction "quite a bit" or "a lot"
%
Fig I.3.15
28. 0
5
10
15
20
25
Fewer than or equal to 30% More than 30% Fewer than or equal to 10% More than 10%
By concentration of immigrant studentsBy concentration of students from socio-
economically disadvantaged homes
Percentage of novice teachers, by school characteristics
(OECD average-31)%
Fig I.4.9
Novice teachers are also more likely to work
in more challenging schools
29. … few (novice) teachers have a mentor
0
10
20
30
40
50
60
70
UnitedArabEmirates
SouthAfrica
Kazakhstan
Singapore
Brazil
NewZealand
Shanghai(China)
Japan
Israel
Australia
UnitedStates
SaudiArabia
VietNam
England(UK)
Netherlands
Colombia
Russia
Alberta(Canada)
Flemish(Belgium)
Mexico
Georgia
Korea
Malta
OECDaverage-31
CzechRepublic
Portugal
Belgium
Iceland
Bulgaria
Romania
Turkey
SlovakRepublic
Sweden
Hungary
Chile
Norway
Denmark
CABA(Argentina)
Latvia
France
Estonia
Finland
Austria
Croatia
Spain
Italy
Lithuania
Slovenia
Novice teachers Experienced teachers
Percentage of teachers who have an assigned mentor as part of a formal arrangement at the
school, by teachers' teaching experience
%
Fig I.4.14
31. How do teachers collaborate with their peers?
Deeper form of collaboration are less prevalent than
simple exchanges and co-ordination between teachers
37. Helping teachers focus on the core of their work
is likely to be the most effective to mitigate
the impact of the crisis on their well-being
Relationship between teachers' experience of stress at work and task intensity
Estimated percentage of teachers experiencing stress in their work "a lot", by task intensity (OECD average-31)
10
12
14
16
18
20
22
24
26
28
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Teaching Individual planning or preparation of lessons
Marking/correcting of student work General administrative work
Number of hours (i.e. 60 minutes) spent during the most recent calendar week doing a specific task (task intensity)
Teachersexperiencingstressin
theirwork“alot”(Estimated%)
Note: the "X" in the figure represents the share of teachers experiencing stress in their work "a lot", given an average task intensity (OECD average-31) Fig II.2.10
41. Find out more about our work at www.oecd.org/education/TALIS
– All publications
– Country notes
– Videos
– The complete micro-level database
Emails: Andreas.Schleicher@OECD.org and TALIS@oecd.org
Twitter: SchleicherOECD and #OECDTALIS
Wechat: AndreasSchleicher
Thank you