Supporting Teacher Professionalism
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Supporting Teacher Professionalism

Insights from TALIS 2013

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.

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Author(s):
OECD

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Teachers around the world are increasingly being asked to teach more diverse student populations, including disadvantaged and immigrant students, and students who may not be proficient in the country’s principle language. Investing in teachers’ professionalism is one way that education systems can help teachers face these challenges and, by doing so, ensure that all students receive the high-quality teaching they need to succeed.

 
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