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SUPPORTING THE TEACHING PROFESSION IN A CHANGING WORLD TALIS 2018 FIRST RESULTS AND KEY MESSAGES
Karine Tremblay, OECD, TALIS Senior Analyst and Team LeaderInternational Task Force on Teachers for Education 2030Annual Meetings and 12th Policy Dialogue ForumDubai, 8-11 December 2019
KEY RESULTS FROM TALIS 2018
WHAT IS TALIS?
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 coveredTALIS 2018 in figures~270,000 teacher and school leaders~15,000 schools across 3 levels of education~1,000 variables for Volume I
TALIS 2018 3rd cycle with 48 participants worldwide
*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 200824 countries 70,000 teachers in 4,500 schools
TALIS 201334 countries 150,000 teachers in 9,500 schools
TALIS 2018260,000 teachers in 15,000 schools representing more than 8 millions teachers across 48 countries
Teacher professionalism as the overarching framework for TALIS 2018
The quality of a school system cannotexceed the quality of its teachers andprincipals…
…and the quality of teachers andprincipals cannot exceed the quality oftheir education, their opportunities tocollaborate and develop and the qualityof their working conditions.
Teacher professionalism as the overarching framework for TALIS 2018
Five pillars in TALIS
Professionalism
Knowledgeand skills
Career opportunities
Collaborativeculture
Responsibility and autonomy
Prestige(incl. well-being, job satisfaction)
WHAT IS THE PROFILE OF TEACHERS AND THEIR SCHOOLS?
An ageing teaching workforce?Demographics of teacher workforce and its dynamics
32
36
40
44
48
52
0
20
40
60
80
100
Geo
rgia
Lith
uani
aE
ston
iaB
ulga
ria
Port
ugal
Ital
yLa
tvia
Hun
gary
Rus
sia
Icel
and
Slov
enia
Swed
enSp
ain
Cze
ch R
epub
licA
ustr
iaFi
nlan
dD
enm
ark
Slov
ak R
epub
licN
ew Z
eala
ndC
olom
bia
OE
CD
ave
rage
-31
CA
BA
(Arg
enti
na)
Nor
way
Kor
eaU
nite
d St
ates
Rom
ania
Fran
ceN
ethe
rlan
dsSo
uth
Afr
ica
Isra
elC
roat
iaA
ustr
alia
Japa
nB
razi
lM
exic
oK
azak
hsta
nC
hile
Alb
erta
(Can
ada)
Bel
gium
Eng
land
(UK
)Fl
emis
h (B
elgi
um)
Vie
t Nam
Shan
ghai
(Chi
na)
Uni
ted
Ara
b E
mir
ates
Saud
i Ara
bia
Sing
apor
eM
alta
Turk
ey
Under age 30 Age 30 to 49 Age 50 and above% AgeAverage age
Fig I.3.1 Statistically significant change greater than ± 3 pp since 2008/2013
Attracting and preparing new cohorts
Developing in-service teachers
Supporting new teachers to retain them
0
10
20
30
40
50
60
70
80
90
0 10 20 30 40 50 60 70 80 90
Perc
enta
ge o
f fem
ale
prin
cipa
ls
Percentage of female teachers
Teachers are more female than are principals, reflecting some imbalance in promotions to leadership roles
Below the OECD average
Above the OECD average
Equal feminisation of the teacher and the principal workforce
Turkey
Latvia
Saudi Arabia
Sweden
Brazil
Korea
Fig I.3.5
Japan
Teachers work in contexts of high diversity with societal changes impacting schools’ composition
0
5
10
15
20
25
30
35
More than 10% ofstudents have special
needs
At least 1% of studentsare refugees
More than 10% ofstudents have a first
language different fromthe language(s) of
instruction
More than 30% ofstudents come fromsocio-economically
disadvantaged homes
More than 10% ofstudents are immigrants
or with migrantbackground
OECD average-30
Percentage of teachers teaching in schools with the following composition%
School concentration of students whose 1st language is different from the language(s) of instruction
0102030405060708090
Sing
apor
eSo
uth
Afr
ica
Swed
enA
ustr
iaA
lber
ta (C
anad
a)U
nite
d A
rab
Em
irat
esFl
emis
h (B
elgi
um)
Bul
gari
aE
ngla
nd (U
K)
Bel
gium
Icel
and
Ital
yN
ew Z
eala
ndD
enm
ark
Net
herl
ands
Isra
elU
nite
d St
ates
Latv
iaV
iet N
amN
orw
aySp
ain
Turk
eyO
EC
D a
vera
ge-3
0M
alta
Finl
and
Kaz
akhs
tan
Fran
ceSl
oven
iaE
ston
iaR
ussi
aSl
ovak
Rep
ublic
Cro
atia
Geo
rgia
Rom
ania
CA
BA
(Arg
enti
na)
Port
ugal
Lith
uani
aSa
udi A
rabi
aC
olom
bia
Mex
ico
Chi
leC
zech
Rep
ublic
Japa
nK
orea
Hun
gary
Bra
zil
Shan
ghai
(Chi
na)
Percentage of teachers teaching in schools with more than 10% of students whose first language is different from the language(s) of instruction%
WHAT CHALLENGES DO SCHOOLS FACE?
What principals see as hindering quality instruction
0 5 10 15 20 25 30 35 40
Shortage of support personnelShortage of teachers with competence in special needs students
Shortage or inadequacy of time for instructional leadershipShortage or inadequacy of physical infrastructure
Shortage or inadequacy of time with studentsShortage or inadequacy of instructional space
Shortage or inadequacy of digital technology for instructionShortage of qualified teachers
Shortage of teachers with competence in a multicultural settingInsufficient Internet access
Shortage or inadequacy of necessary materials to train vocational skillsShortage of teachers with competence in disadvantaged students
Shortage or inadequacy of library materialsShortage 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"
%
Figure I.3.15
32%32%
21%20%
17%
33%
Teachers’ views on spending priorities for lower secondary education
0 10 20 30 40 50 60 70 80
Reducing class sizes by recruiting more staff
Improving teacher salaries
Offering high quality professional development for teachers
Reducing teachers’ administration load byrecruiting more support staff
Improving school buildings and facilities
Supporting students with special needs
Investing in ICT
Supporting students from disadvantaged or migrant backgrounds
Investing in instructional materials
OECD average-31
Percentage of teachers who reported the following spending priorities to be of “high importance”%
Fig I.3.16
Fig I.3.12
0
2
4
6
8
10
12
14
16
Intimidation orbullying among
students
A student orparent/guardian
reports unwantedelectronic contactamong students
Intimidation orverbal abuse ofteachers or staff
Vandalism andtheft
A student orparent/guardian
reports postings ofhurtful information
on the Internetabout students
Physical injurycaused by violence
among students
Use/possession ofdrugs and/or
alcohol
OECD average-30
Percentage of principals reporting that the following incidents occurred at least weekly in their school
%
Most schools are mostly immune from safetyissues… with the exception of bullying
14%
… albeit with large variations across countries and over time
0
10
20
30
40
50
New
Zea
land
Flem
ish
(Bel
gium
)
Finl
and
Eng
land
(UK
)
Bra
zil
Swed
en
Fran
ce
Isra
el
Bul
gari
a
Mex
ico
Nor
way
Alb
erta
(Can
ada)
Net
herl
ands
Rom
ania
Est
onia
Latv
ia
Slov
ak R
epub
lic
Port
ugal
Spai
n
Sing
apor
e
Den
mar
k
Cro
atia
Chi
le
Ital
y
Icel
and
Cze
ch R
epub
lic
Geo
rgia
Japa
n
Kor
ea
Shan
ghai
(Chi
na)
2018 2013
Percentage of principals reporting that “physical and non-physical forms of bullying among students” occurred at least weekly in their school
%
80 85 90 95 100
Most teachers believe that the students’ well-being is important
Teachers and students usually get on well with each other
Most teachers are interested in what students have to say
If a student needs extra assistance, the school provides it
Teachers can rely on each other
Percentage of teachers who "agree" or "strongly agree" with the following statements about what happens in their school (OECD average-31)
%
Table I.3.46
1 in 8 teachers do not feel that teachers can rely on each other…
WHAT ATTRACTEDTEACHERS TO THE
PROFESSION?
Making a difference…
Teachers joined the profession to make a difference
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development ofchildren 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 mypersonal 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 (OECD average)
%
Fig I.4.1
92%
88%
In nearly all countries teachers with higher values on the social utility index report greater commitment and tend to participate more in professional development activitiesafter controlling for teachers’ characteristics.
Social utility index
Personalutility index
0
20
40
60
80
100
Vie
t Nam
Geo
rgia
Shan
ghai
(Chi
na)
Port
ugal
Saud
i Ara
bia
Slov
enia
Japa
nK
orea
Lith
uani
aH
unga
ryU
nite
d A
rab
Em
irat
esK
azak
hsta
nR
oman
iaLa
tvia
Flem
ish
(Bel
gium
)R
ussi
aB
ulga
ria
Sing
apor
eM
alta
Fran
ceB
elgi
umC
zech
Rep
ublic
Alb
erta
(Can
ada)
Col
ombi
aC
roat
iaO
EC
D a
vera
ge-3
1C
hile
Aus
tria
Bra
zil
Ital
yTu
rkey
Est
onia
Slov
ak R
epub
licIc
elan
dD
enm
ark
Spai
nIs
rael
Nor
way
Mex
ico
Finl
and
Swed
enU
nite
d St
ates
Eng
land
(UK
)A
ustr
alia
New
Zea
land
Net
herl
ands
CA
BA
(Arg
enti
na)
Sout
h A
fric
a
Female teachers Male teachers
Percentage of teachers for whom teaching was their first choice as a career
%
Table I.4.4
Contrary to popular beliefs, teaching was the 1st career choice for 2/3 of teachers
Financial incentives are only one aspect of the attractiveness equation…
0 10 20 30 40 50 60 70
Reducing class sizes by recruiting more staff
Improving teacher salaries
Offering high quality professional development for teachers
Reducing teachers’ administration load byrecruiting more support staff
Improving school buildings and facilities
Supporting students with special needs
Investing in ICT
Supporting students from disadvantaged or migrant backgrounds
Investing in instructional materials
Percentage of lower-secondary teachers who reported the following spending priorities to be of “high importance” (OECD average) %
Fig I.3.16
0
10
20
30
40
50
60
70
80
90
100
10000 15000 20000 25000 30000 35000 40000 45000 50000
Perc
enta
ge o
f tea
cher
s re
port
ing
impr
ovin
g te
ache
rs s
alar
ies
as a
hig
hly-
impo
rtan
t spe
ndin
g p
rior
ity
Teachers’ statutory salaries, in public institutions (PPP equivalence)
Financial incentives are only one aspect of the attractiveness equation…
Below the OECD average
Above the OECD average
Denmark
BrazilIceland
AustriaFinland
Slovenia
Chile Mexico
Fig I.3.17
HOW ARE TEACHERS AND SCHOOL LEADERS PREPARED?
Teachers typically hold a bachelor’s degree…And principals show similar patterns
0
20
40
60
80
100
Slov
ak R
epub
licPo
rtug
alC
zech
Rep
ublic
Finl
and
Cro
atia
Ital
yG
eorg
iaR
ussi
aB
ulga
ria
Est
onia
Fran
ceSl
oven
iaSw
eden
Latv
iaU
nite
d St
ates
Col
ombi
aIs
rael
OE
CD
ave
rage
-31
Aus
tria
Rom
ania
Net
herl
ands
Kor
eaLi
thua
nia
Hun
gary
Nor
way
Uni
ted
Ara
b E
mir
ates
Icel
and
Eng
land
(UK
)M
alta
Mex
ico
Sing
apor
eC
AB
A (A
rgen
tina
)A
lber
ta (C
anad
a)C
hile
New
Zea
land
Bel
gium
Shan
ghai
(Chi
na)
Japa
nFl
emis
h (B
elgi
um)
Den
mar
kTu
rkey
Bra
zil
Saud
i Ara
bia
Kaz
akhs
tan
Sout
h A
fric
aV
iet N
amA
ustr
alia
Below ISCED level 5 ISCED level 5 ISCED level 6 ISCED level 7 ISCED level 8%
Fig I.4.3
Percentage of teachers, by highest level of formal education completed
Masters-level
Bachelors-level
Teachers lack preparation in some areas…
0 10 20 30 40 50 60 70 80 90 100
Content of some or all subject(s) taught
General pedagogy
Pedagogy of some or all subject(s) taught
Classroom practice in some or all subject(s) taught
Student behaviour and classroom management
Monitoring students’ development and learning
Teaching cross-curricular skills
Teaching in a mixed ability setting
Use of ICT for teaching
Teaching in a multicultural or multilingual setting
Element was included in formal education or training Well or "very well" prepared for the element%
Percentage of teachers 1) for whom certain topics were included in their ITP 2) who felt prepared for these topics upon completion of their ITP (OECD average-31)
Fig I.4.4
54%11%
11%27%
Moreoversome areas are insufficiently
covered
… and so do principalsOnly half received training before taking up their role
0
20
40
60
80
100
Sing
apor
eFi
nlan
dU
nite
d St
ates
Kor
eaM
alta
Rom
ania
Uni
ted
Ara
b E
mir
ates
Chi
leH
unga
ryV
iet N
amSh
angh
ai (C
hina
)Fr
ance
Isra
elE
ngla
nd (U
K)
Ital
yE
ston
iaPo
rtug
alN
ethe
rlan
dsA
lber
ta (C
anad
a)Sl
oven
iaB
razi
lJa
pan
OE
CD
ave
rage
-30
CA
BA
(Arg
enti
na)
Sout
h A
fric
aSp
ain
Nor
way
Den
mar
kB
elgi
umR
ussi
aIc
elan
dC
olom
bia
Swed
enN
ew Z
eala
ndC
zech
Rep
ublic
Mex
ico
Slov
ak R
epub
licLa
tvia
Bul
gari
aTu
rkey
Flem
ish
(Bel
gium
)G
eorg
iaSa
udi A
rabi
aLi
thua
nia
Kaz
akhs
tan
Cro
atia
School administration or principal training programme or courseInstructional leadership training or course
Percentage of principals for whom the following elements were included in their formal education before taking up their role as a principal
%
HOW ARE NOVICE TEACHERS SUPPORTED?
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
More can be done to support new teachers:school allocation
05
1015202530354045
Turk
eySi
ngap
ore
Chi
leC
olom
bia
Sout
h A
fric
aIs
rael
Mal
taA
ustr
iaK
azak
hsta
nA
ustr
alia
aN
orw
ayM
exic
oA
lber
ta (C
anad
a)E
ngla
nd (U
K)
Kor
eaR
ussi
aJa
pan
Bul
gari
aN
ew Z
eala
ndB
elgi
umU
nite
d St
ates
Cro
atia
OE
CD
ave
rage
-31
Flem
ish
(Bel
gium
)Ic
elan
dC
zech
Rep
ublic
Ital
yD
enm
ark
Slov
enia
CA
BA
(Arg
enti
na)
Swed
enSa
udi A
rabi
aFi
nlan
dN
ethe
rlan
dsSp
ain
Shan
ghai
(Chi
na)
Bra
zil
Uni
ted
Ara
b E
mir
ates
Slov
ak R
epub
licE
ston
iaG
eorg
iaLa
tvia
Rom
ania
Fran
ceH
unga
ryV
iet N
amLi
thua
nia
Port
ugal
Fewer than or equal to 30% More than 30%
More can be done to support new teachers:school allocation
Percentage of novice teachers, by concentration of students from socio-economically disadvantaged homes%
0
20
40
60
80
100
Geo
rgia
CA
BA
(Arg
enti
na)
Est
onia
Hun
gary
Lith
uani
aLa
tvia
Bra
zil
Port
ugal
Nor
way
Chi
leIc
elan
dB
elgi
umSp
ain
Den
mar
kM
exic
oSw
eden
Slov
enia
Finl
and
Bul
gari
aN
ethe
rlan
dsA
ustr
iaK
azak
hsta
nFl
emis
h (B
elgi
um)
Rus
sia
Vie
t Nam
Cro
atia
OE
CD
ave
rage
-31
Cze
ch R
epub
licSl
ovak
Rep
ublic
Ital
yIs
rael
Mal
taK
orea
Col
ombi
aR
oman
iaSa
udi A
rabi
aFr
ance
Sout
h A
fric
aA
lber
ta (C
anad
a)U
nite
d A
rab
Em
irat
esU
nite
d St
ates
Aus
tral
iaTu
rkey
Sing
apor
eN
ew Z
eala
ndE
ngla
nd (U
K)
Japa
nSh
angh
ai (C
hina
)
More can be done to support novice teachers: participation in induction
Percentage of teachers who did not take part in any induction activities during their first employment
%
Table I.4.38
62%
Even though in about half of countries, teachers who took part in induction tend to report higher levels of self-efficacy
0 10 20 30 40 50 60 70 80 90
Planned meetings with principal and/or experienced teachers
Supervision by principal and/or experienced teachers
Courses/seminars attended in person
General/administrative introduction
Networking/collaboration with other new teachers
Team teaching with experienced teachers
Portfolios/diaries/journals
Online courses/seminars
Reduced teaching load
Online activities
Percentage of lower secondary teachers reporting that the following provisions are included in teacher induction at their current school (OECD average-31)
%
Fig I.4.10
More can be done to support novice teachers: induction provisions
45%
21%
Boostingself-efficacy &
job satisfaction
Boostingself-efficacy &
job satisfaction
More can be done to support novice teachers: reduced teaching load
10
20
30
Chi
leU
nite
d St
ates
Alb
erta
(Can
ada)
Col
ombi
aSo
uth
Afr
ica
Turk
eyR
ussi
aU
nite
d A
rab
Em
irat
esM
exic
oB
razi
lIs
rael
Hun
gary
Latv
iaE
ston
iaFi
nlan
dSa
udi A
rabi
aO
EC
D a
vera
ge-3
1N
ew Z
eala
ndE
ngla
nd (U
K)
Slov
ak R
epub
licPo
rtug
alA
ustr
alia
Bul
gari
aIc
elan
dC
roat
iaSp
ain
Slov
enia
Den
mar
kA
ustr
iaC
zech
Rep
ublic
Lith
uani
aM
alta
Swed
enB
elgi
umFl
emis
h (B
elgi
um)
Fran
ceG
eorg
iaV
iet N
amK
orea
Japa
nSi
ngap
ore
Net
herl
ands
Rom
ania
CA
BA
(Arg
enti
na)
Ital
yN
orw
ayK
azak
hsta
n
Novice teachers Experienced teachers
Average number of 60-minute hours teachers spend on teaching per week
Hours per week
Fig I.4.12
0 10 20 30 40 50 60 70 80 90
To support less experienced teachers in their teaching
To improve teachers' pedagogical competence
To improve teachers' collaboration with colleagues
To strengthen teachers' professional identity
To improve students' general performance
To expand teachers' main subject(s) knowledge
More can be done to support novice teachers: importance of mentoring…
Percentage of principals reporting that the following outcomes of mentoring are of "high" importance (OECD average-30)
%
Fig I.4.13
77%
… few novice teachers have a mentor… and even fewer experienced teachers do
0
10
20
30
40
50
60
70
Uni
ted
Ara
b E
mir
ates
Sout
h A
fric
aK
azak
hsta
nSi
ngap
ore
Bra
zil
New
Zea
land
Shan
ghai
(Chi
na)
Japa
nIs
rael
Aus
tral
iaU
nite
d St
ates
Saud
i Ara
bia
Vie
t Nam
Eng
land
(UK
)N
ethe
rlan
dsC
olom
bia
Rus
sia
Alb
erta
(Can
ada)
Flem
ish
(Bel
gium
)M
exic
oG
eorg
iaK
orea
Mal
taO
EC
D a
vera
ge-3
1C
zech
Rep
ublic
Port
ugal
Bel
gium
Icel
and
Bul
gari
aR
oman
iaTu
rkey
Slov
ak R
epub
licSw
eden
Hun
gary
Chi
leN
orw
ayD
enm
ark
CA
BA
(Arg
enti
na)
Latv
iaFr
ance
Est
onia
Finl
and
Aus
tria
Cro
atia
Spai
nIt
aly
Lith
uani
aSl
oven
ia
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
22% 5%
HOW DO TEACHERS KEEP UP TO DATE?
Keeping up to date
80
85
90
95
100
Lith
uani
aSh
angh
ai (C
hina
)A
ustr
alia
Aus
tria
Alb
erta
(Can
ada)
Latv
iaN
ew Z
eala
ndSi
ngap
ore
Slov
enia
Kaz
akhs
tan
Net
herl
ands
Rus
sia
Cro
atia
Uni
ted
Stat
esK
orea
Est
onia
Uni
ted
Ara
b E
mir
ates
Cze
ch R
epub
licFl
emis
h (B
elgi
um)
Eng
land
(UK
)V
iet N
amIs
rael
Bul
gari
aIc
elan
dSw
eden
Hun
gary
OE
CD
ave
rage
-31
Bel
gium
Nor
way
Turk
eyG
eorg
iaIt
aly
Finl
and
CA
BA
(Arg
enti
na)
Den
mar
kSl
ovak
Rep
ublic
Spai
nM
alta
Col
ombi
aSo
uth
Afr
ica
Mex
ico
Japa
nR
oman
iaPo
rtug
alB
razi
lC
hile
Saud
i Ara
bia
Fran
ce
Fig I.5.1
Participation in professional development activities
Percentage of teachers who participated in professional development activities in the 12 months prior to the survey%
60
65
70
75
80
85
90
95
CA
BA
(Arg
enti
na)
Aus
tral
iaJa
pan
Alb
erta
(Can
ada)
Sing
apor
eC
olom
bia
Uni
ted
Stat
esLi
thua
nia
Latv
iaG
eorg
iaSo
uth
Afr
ica
Uni
ted
Ara
b E
mir
ates
Rus
sia
Shan
ghai
(Chi
na)
Slov
enia
New
Zea
land
Kor
eaK
azak
hsta
nC
roat
iaM
exic
oIt
aly
Vie
t Nam
Net
herl
ands
Icel
and
Eng
land
(UK
)Po
rtug
alO
EC
D a
vera
ge-3
1B
razi
lIs
rael
Rom
ania
Slov
ak R
epub
licA
ustr
iaSp
ain
Finl
and
Cze
ch R
epub
licN
orw
ayFl
emis
h (B
elgi
um)
Chi
leE
ston
iaSa
udi A
rabi
aSw
eden
Turk
eyD
enm
ark
Mal
taFr
ance
Bul
gari
aB
elgi
um
Impact of professional development activities on teaching practices
Percentage of teachers who feel professional development activities in the 12 months prior to the survey had a positive impact on their teaching practices
% This matters because teachers who took part in impactful PD tend to report higher levels of self-efficacy and job satisfaction
Characteristics of effective professional development, according to teachers
Percentage of teachers for whom the most impactful professional development activities had the following characteristics (OECD average-31)
0 10 20 30 40 50 60 70 80 90 100
It built on the teacher's prior knowledge
It adapted to the teacher's personal development needs
It had a coherent structure
It appropriately focused on content related to teacher's subjects
It provides opportunities to apply new ideas in the classroom
It provides opportunities for active learning
It provides opportunities for collaborative learning
It focused on innovation in the teacher's teaching
It provided follow-up activities
It took place over an extended period of time
It took place at the teacher's school
It involved most colleagues from the teacher's school
%
Fig I.5.5
Content focus
Activelearning
Length of training
School-embeddedtraining
PD format: Type of professional development attended by teachers
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 formalarrangement
Participation in a professional network
Online courses and/or seminars
Other types of professional development activities
OECD average-31: Teachers
Percentage of teachers who participated in the following professional development activities
%
Fig I.5.3
PD content:Participation in PD and 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 practicesKnowledge of the curriculum
ICT skills for teachingStudent behaviour and classroom management
Teaching cross-curricular skillsAnalysis and use of student assessments
Approaches to individualised learningTeaching students with special needs
Teacher-parent/guardian co-operationSchool management and administration
Teaching in a multicultural or multilingual settingCommunicating 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… / who report…
Fig I.5.6
Fig I.5.14
0 10 20 30 40 50 60
Professional development conflicts with the teacher's workschedule
There are no incentives for participating in professionaldevelopment
Professional development is too expensive
There is no relevant professional development offered
Do not have time because of family responsibilities
There is a lack of employer support
Do not have the pre-requisites
OECD average-31: Teachers
Percentage of teachers and principals reporting the following barriers to their participation in professional development
%
Barriers to participation in professional development
IMPLICATIONS FOR POLICY
• Strengthen initial and continuous training and address (emerging) needs– Review content and quality of initial teacher preparation and the offer (type and content) for CPD– Address (emerging) needs: ICT for teaching, teaching special needs students, diverse classrooms– Incentivise participation in professional development
• Better support novice teachers– Review allocation of new and experienced teachers to challenging schools– Develop induction and mentoring– Foster collaboration and team-teaching for new teachers and pair them with more experienced
teachers to learn from in classroom management especially
• Empower teachers and school leaders as agents of change– Review administrative burden– Encourage and empower teachers to innovate– Make the most of diversity in schools
• And more broadly, shift toward “Teaching 2.0” to enhance intellectual attractiveness & prestige of the profession
Implications for policy
Keepposted
for Vol II!
COMING UP NEXT
• March 2020 TALIS 2018 Volume II• Teachers and School Leaders as Valued Professionals
– Special focus on four other pillars of professionalism: prestige and job satisfaction, career opportunities, professional collaboration, autonomy and responsibility
• TALIS 2024– Will continue exploring the policy challenges of TALIS 2018– Work starting, countries expected to join by April 2020– Special session tomorrow 17.15 to 18.15 for those interested in the
making of TALIS and contemplating participation
What is coming next?
www.oecd.org/education/TALIS• All publications• Teachers’ guide• Videos• Podcasts• Infographics• Country notes for all participants• Micro-level database
~270,000 observations and ~1,000 variables
Special session tomorrow
Email: [email protected] & [email protected]: #OECDTALIS
Find out more about TALIS 2018
