TALIS

English
ISSN: 
2312-9638 (online)
ISSN: 
2312-962X (print)
DOI: 
10.1787/23129638
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How can countries prepare teachers to face the diverse challenges in today’s schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. 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.

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New Insights from TALIS 2013

New Insights from TALIS 2013

Teaching and Learning in Primary and Upper Secondary Education You do not have access to this content

English
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    http://oecd.metastore.ingenta.com/content/8714051e.pdf
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Author(s):
OECD
09 Dec 2014
Pages:
328
ISBN:
9789264226319 (PDF) ;9789264226173(print)
DOI: 
10.1787/9789264226319-en

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The Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in TALIS 2013 Results: An International Perspective on Teaching and Learning. A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options and offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.

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  • Foreword and Acknowledgements

    The OECD Teaching and Learning International Study (TALIS) has added the voice of teachers to the data and evidence the OECD regularly collects from students, schools and education systems. TALIS is the largest international survey on teaching and learning, and it helps shed light on which practices and policies can spur more effective teaching and learning environments.

  • Executive summary

    Who are our teachers, and what do they think about the job they do and the support they receive from their colleagues and from society as a whole? The OECD Teaching and Learning International Survey (TALIS) asked teachers and school leaders in lower secondary schools in 34 countries and economies about the conditions that affect the learning environment in their schools. The results of the 2013 survey, published in TALIS 2013 Results: An International Perspective on Teaching and Learning (OECD, 2014), show that, among many other findings, lower secondary teachers still work in isolation, rarely or never teach jointly with colleagues, and do not always receive meaningful feedback. They also show that teachers’ satisfaction with their job is much more affected by students’ behaviour than by the size of their classes.

  • Reader's guide
  • Overview of talis in primary and upper secondary education

    This chapter introduces the OECD Teaching and Learning International Survey (TALIS) and provides information about the participating countries and economies and the teachers and schools surveyed. It describes the objectives of TALIS as well as the main themes covered by the survey and this report, and provides information to explain why these themes were chosen as a policy focus for this study. This chapter also provides an outline of the report to follow.

  • Primary teachers and their schools

    This chapter focuses on primary school teachers in the six countries that surveyed this population. It describes the background characteristics and education of these teachers and provides information about the schools in which they work, including the composition of students at the school and human and material resources. The chapter also examines classroom characteristics, including class size and the composition of students, and concludes by taking a look at the profile of primary school principals and their school leadership.

  • The work of primary education teachers

    This chapter examines the work of primary school teachers in the six participating countries. It describes the feedback that primary teachers receive and the induction activities, mentoring and professional development in which they participate. The chapter also focuses on primary teachers’ pedagogical beliefs and practices, student evaluation, teacher co-operation and collaboration, and teachers’ beliefs about teaching and learning. Finally, this chapter discusses primary teachers’ feelings of self-efficacy and job satisfaction.

  • Upper secondary teachers and their schools

    This chapter focuses on upper secondary school teachers in the ten countries and economies that surveyed this population. It provides a profile of upper secondary school teachers, focusing on demographic characteristics, and of the schools in which these teachers work, with particular emphasis on school background information, the composition of students at the school and human and material resources. The chapter also examines classroom characteristics, including class size and the composition of students, and concludes by taking a look at the profile of upper secondary school principals and of school leadership.

  • The work of upper secondary teachers

    This chapter examines how upper secondary teachers are supported in their work through the appraisal and feedback they receive and through the induction, mentoring and professional development in which they engage. It also examines upper secondary teachers’ pedagogical beliefs and practices in more detail and concludes with a look at their feelings of self-efficacy and job satisfaction.

  • Cross-level comparisons

    This chapter draws from the analyses presented in the previous chapters of this report as well as the TALIS 2013 Results: An International Perspective on Teaching and Learning (OECD, 2014) report to provide comparisons between primary, lower secondary and upper secondary school teachers. In doing so, it examines teachers’ characteristics, profiles of the schools they work in, classroom characteristics, professional development, teaching practices and feelings and attitudes toward their profession. The comparisons are made across the countries with data available from at least two of these educational levels.

  • Key findings and policy implications

    Based on the discussions and analyses in this report and the comparisons of teachers and school leaders across all levels of the education systems in the participating countries and economies, this chapter summarises the findings of the report in terms of their policy implications. The areas discussed in this chapter include the distribution of resources across systems, school leadership, the availability of and teacher participation in induction and mentoring programmes, teacher appraisal and feedback and factors related to teacher self-efficacy and job satisfaction.

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