International Conference on Educational Monitoring and ...TALIS in brief ... Supporting Teachers Improving Teaching Using Appraisal and Feedback Examining Teacher Practices and

Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills

International Conference on Educational Monitoring and Evaluation Conférence internationale sur le pilotage et l’évaluation de l’éducation

TALIS in brief

教育监测与评估国际研讨会 International Conference on Educational Monitoring and Evaluation Conférence internationale sur le pilotage et l’évaluation de l’éducation

Beijing, China

22 Oct. – 23 Oct. 2014

…representing more than 4 million teachers in 34 countries…

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

Developing Teaching

as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers – path for growth

Improve the societal

view of teaching as

a profession

Mean mathematics performance, by school location, after

accounting for socio-economic status 3 3 TALIS seeks to help with …


Beijing, China

22 Oct. – 23 Oct. 2014

Overview of TALIS

The Learning Environment:

Characteristics of Teachers and Schools

The Importance of School

Leadership

Developing and

Supporting Teachers

Improving Teaching

Using Appraisal and

Feedback

Examining Teacher Practices and

Classroom Environment

Teacher Self-Efficacy and Job

Satisfaction: Why they Matter

TALIS includes measures of:


Beijing, China

22 Oct. – 23 Oct. 2014

Induction

• Formal

• Informal

•General/administrative introduction

Mentoring

•Acting as mentor

•Receiving mentorship

Continuous professional development

•Participation

•Types/format/content

•Perceived impact

•Support provided

•Perceived needs

•Perceived barriers

Availability of formal induction programmes


Beijing, China

22 Oct. – 23 Oct. 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

For all new teachers to the school Only for teachers new to teaching

Not everywhere where induction programmes are accessible do teachers use them


Beijing, China

22 Oct. – 23 Oct. 2014

0

10

20

30

40

50

60

70

80

90

100

Icela

nd

Fin

land

Serb

ia

Japa

n

Slo

vak R

epub

lic

Ne

therl

and

s

No

rwa

y

Alb

ert

a (

Can

ada

)

Fla

nde

rs (

Belg

ium

)

Austr

alia

Un

ite

d S

tate

s

Cro

atia

Kore

a

Ave

rage

Ch

ile

Isra

el

Ma

laysia

Engla

nd

(U

nited

Kin

gdom

)

Ro

man

ia

Czech R

epu

blic

Sin

gapo

re

Access Participation

%

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

From induction to continuing professional development: Predicted effect of formal induction programme participation on professional development participation


Beijing, China

22 Oct. – 23 Oct. 2014

0,0

0,5

1,0

1,5

2,0

2,5

3,0

Ch

ile

Me

xico

Ab

u D

hab

i (U

nit

ed

…

Bra

zil

Slo

vak

Re

pu

blic

Ro

ma

nia

Cze

ch R

ep

ub

lic

Spai

n

Isra

el

Po

lan

d

Esto

nia

Cro

ati

a

Ice

lan

d

Po

rtu

gal

Fin

lan

d

Flan

de

rs (

Bel

giu

m)

Jap

an

Den

mar

k

Latv

ia

Ko

rea

Ital

y

Swed

en

Bu

lgar

ia

Ne

ther

lan

ds

Serb

ia

Fran

ce

Od

ds

rati

os

Probability of participation in three or more professional development activities for lower secondary

education teachers who report having participated in a formal induction programme versus teachers who

report not having participated in such programmes

Not everywhere where principals say mentoring is available do teachers have mentors


Beijing, China

22 Oct. – 23 Oct. 2014

Netherlands

Romania

Slovak Republic

Bulgaria

Iceland

Brazil

Czech Republic

England (United Kingdom) Australia

Alberta (Canada)

Latvia

Portugal

Korea

Average

Estonia Spain

Abu Dhabi (UAE)

Croatia

Poland Mexico

Chile Norway

Finland Denmark

France

Flanders (Belgium)

Italy Sweden

Singapore

Malaysia

Serbia

Israel

Japan United States

0

10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80

Per

cen

tage

of

teac

her

s w

ork

ing

in s

cho

ols

wh

ere

the

pri

nci

pal

rep

ort

s t

hat

men

tori

ng

pro

gram

mes

are

av

aila

ble

fo

r al

l tea

cher

s in

th

e sc

ho

ol

Percentage of teachers who report presently having an assigned mentor to support them

Professional development recently underken by teachers


Beijing, China

22 Oct. – 23 Oct. 2014

71%

44%

19%

14%

13%

37%

31%

29%

18%

Percentage of teachers who participated in the

following professional development activities in the

12 months prior to the survey

Average number of days

of participation among

those who participated

Courses/workshops 8

Education conferences or seminars where teachers and/or

researchers present their research results and discuss

educational issues

4

Observation visits to other schools 3

In-service training courses in business premises, public

organisations or non-governmental organisations 7

Observation visits to business premises, public

organisations or non-governmental organisations 3

Participation in a network of teachers formed specifically

for the professional development of teachers

Individual or collaborative research on a topic of interest to

the teacher

Mentoring and/or peer observation and coaching,

as part of a formal school arrangement

Qualification programme (e.g., a degree programme)

Participation in professional development


Beijing, China

22 Oct. – 23 Oct. 2014

Teachers’ needs for professional development


Beijing, China

22 Oct. – 23 Oct. 2014

0 10 20 30 40

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

France Average

Percentage of lower secondary teachers indicating they have a high level of need for

professional development in these areas

Teachers face

important barriers to further

engagement in such learning


Beijing, China

22 Oct. – 23 Oct. 2014

Barriers to professional development


Beijing, China

22 Oct. – 23 Oct. 2014

0 20 40 60 80 100

Do not have the pre-requisites (e.g., qualifications, experience,seniority)

There is a lack of employer support

Lack of time due to family responsibilities

There is no relevant professional development offered

Professional development is too expensive/unaffordable

There are no incentives for participating in such activities

Professional development conflicts with my work schedule

France Average

Percentage of lower secondary teachers who "agree" or "strongly agree" that these

elements represent barriers to their participation in professional development activities

Professional development and level of support


Beijing, China

22 Oct. – 23 Oct. 2014

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia

Finland France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic Spain

Sweden

Abu Dhabi (United Arab Emirates)

Alberta (Canada)

England (United Kingdom)

Flanders (Belgium)

Average

United States

0

10

20

30

40

50

60

70

80

90

100

70 75 80 85 90 95 100

Pe

rce

nta

ge o

f te

ach

ers

wh

o h

ad t

o p

ay f

or

no

ne

of

the

pro

fess

ion

al d

eve

lop

me

nt

acti

viti

es

un

de

rtak

en

Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey

Perceived impact of professional development


Beijing, China

22 Oct. – 23 Oct. 2014

…the professional development

in which they have participated

has had a positive impact on

their teaching.

Regardless of the

content, over 3/4 of teachers report that…


Beijing, China

22 Oct. – 23 Oct. 2014

TALIS is a partnership

between

an international

research

consortium

OECD

Governments

in 34 countries

European

Commission

Teachers’ unions

Thank you！

Find out more about TALIS at

www.oecd.org/talis

All national and international

publications

The complete micro-level database

Email:

[email protected]

Documents

International Conference on Educational Monitoring and ...TALIS in brief ... Supporting Teachers Improving Teaching Using Appraisal and Feedback Examining Teacher Practices and