Supporting Teacher Professionalism

Insights from TALIS 2013

image of Supporting Teacher Professionalism

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.



Equity and teacher professionalism

This chapter examines differences in teacher professionalism support within an individual country. The analyses focus on differences between high-needs schools – that is, schools where at least 30% of student body belongs to one of the categories: second-language learners, students with special needs, or students that are socio-economically disadvantaged – as compared to low-needs schools with less than 11% of the student body in one of the three high-needs categories. It explores teacher professionalism support patterns within a given country/economy, providing policy makers with the information necessary to target interventions.


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