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Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in their learning, long-term empowerment of teachers in their professional work, and support for effective policy development. This paper provides a scan and examination of the research and the OECD international data sets to propose a TPI Development and Outcome model and consider implications for practice, policy and research. Increased attention to understanding and developing individual and collective TPI provides a positive and feasible approach in a time of change .
The Welsh Government asked the OECD to undertake a targeted diagnostic study of Wales’ system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Welsh stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in Wales, as well as opportunities and threats going forward.
The Flemish Government asked the OECD to undertake a targeted diagnostic study of the Flemish system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Flemish stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in the Flemish Community of Belgium, as well as opportunities and threats in going forward.
The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from traditional face-to-face instruction to some form of distance learning. To ensure learning continuity during the school closures, many teachers around the globe were tasked with moving their lessons on line.
There is some evidence that education systems are moving to a “new normal” where traditional face-to-face instruction will be complemented by some form of distance learning. Even though data collection was conducted before the COVID-19 outbreak, the OECD’s Teaching and Learning International Survey (TALIS 2018) offers some useful information to illuminate why some teachers are more likely to let students use ICT for projects or class work than others, and to explore the factors behind whether teachers take up professional development activities that include ICT skills for teaching.
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project.
This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers’ occupational well-being and its linkages with quality teaching.
The core concept of this framework defines teachers’ well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers’ well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers’ well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student’ well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers’ well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers’ well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.
Amid the millions of refugees forced to flee Ukraine, an estimated 10-17% have previously worked in the education sector. The expertise and qualifications of Ukrainian educators can be harnessed in host countries to provide vital support for Ukrainian students who are navigating unfamiliar educational systems, while also offering them continued career opportunities in their chosen field and supporting the local education system. Drawing insights from recent OECD survey results, this brief provides an overview of the efforts initiated by OECD countries to employ Ukrainian teachers, while identifying the obstacles which persist such as qualifications recognition, training gaps, and language barriers. Measures such as streamlining recruitment processes, fostering flexibility in qualification recognition, and providing tailored training for teachers and assistants can help optimise their potential.
The Teaching and Learning International Survey (TALIS) is an ongoing large-scale survey of teachers, school leaders and their learning environments, with the first survey taking place in 2008. The survey is administered in lower secondary schools (ISCED 2) and, as an option, is administered in primary (ISCED 1) and upper secondary (ISCED 3) schools. The survey is also optionally administered in PISA sampled schools, forming a TALIS-PISA link. Therefore, this TALIS 2018 conceptual framework builds on the previous two cycles in 2008 and 2013 and underpins the survey’s focus on effective instructional and institutional conditions that enhance student learning, while describing how these vary both within and across countries, and over time.
The 2018 framework addresses enduring themes and priorities related to professional characteristics and pedagogical practices at the institutional and individual levels: teachers’ educational background and initial preparation; their professional development, instructional and professional practices; self-efficacy and job satisfaction; and issues of school leadership, feedback systems, and school climate. It also addresses emerging policy and research interests related to innovation and teaching in diverse environments and settings. The document provides scientific foundations for each area, along with the major influences from related research in education at the OECD and beyond. Finally, the conceptual framework provides a general overview of the survey’s operations and its implementation process through its different stages.
This analysis plan proposes the specifications for analysis for various studies using the third cycle of the Teaching and Learning International Survey (TALIS 2018) data. It serves as a link between the TALIS 2018 Conceptual Framework and the reporting plan. After a brief introduction in Section 1, Sections 2 and 3 suggest analyses for the eleven focal themes collected in the 2018 dataset. The analyses are grounded in literature discussed in detail in the conceptual framework and questions of interest based on the priorities set forth by the Board of Participating Countries (BPC) and later in subsequent TALIS Governing Board (TGB) meetings. Section 2 highlights, by theme, new items, items measured across TALIS cycles, scale constructs (when applicable), and within-theme multivariate analyses. Section 3 provides recommendations for research questions to test between thematic indicators and includes a reference look-up table that identifies the most appropriate aggregation unit for analysis (teacher-, school-, or system-level) based on the item construction and the policy questions of interest. Section 4 outlines the reporting standards for the TALIS 2018 data with subsections that discuss: defining the participants, estimation statistics, displaying statistical information, specifications for scales and specifications for statistical models. The target audience for this analysis plan are internal analysts working on the project, such as those at the OECD and, by extension, analysts in national centres.
This paper assesses some of the framework issues, of policy and provision, which affect the connections between teaching and research in higher education. The presumption of an essential linkage between research and teaching has in recent years been eroded by the sheer quantities of the system. In spite of the enduring appeal of the Humboldtian model, it was not always assumed in the UK and is not assumed in many other systems. The arguments for and against the connection are noted and assessed. The arguments in favour are mainly in terms of the advantages to research; and arguments from teaching are more ...
The article explores whether the idea of a nexus between research and teaching is still influential, what meanings are attached to it and within what concepts of higher education. It draws on research into the perceptions of two groups of actors, academics and students, and some recent scholarly analyses of the issues. It argues that the idea of the nexus is still important to academics and a range of students. It is embedded in a world in which academic definitions of knowledge and higher education remain largely dominant. The recent writings examined are attempts to tighten the conceptual connections between teaching and research ...
The COVID-19 crisis is leading to reductions in work-based learning opportunities for vocational education and training (VET) students. This policy brief argues that VET programmes can be adapted to deliver practical components of VET in school-based settings when there is a persistent shortage of work-based learning opportunities. It also describes how innovative technologies such as virtual reality (VR), augmented reality (AR) and simulators can be utilised to facilitate school-based delivery of practical learning, but also to improve the effectiveness of face-to-face and online teaching in VET in the longer‑term.
Teachers play a crucial role in our response to the global climate crisis. But how can teachers help all learners develop the knowledge, skills, values and attitudes that will enable them to exercise agency and take individual and collective climate action? From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief.