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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.

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Executive summary

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, with data collected from an additional 4 systems after the original data collection, making a total of 38. Teacher professionalism is conceptualised here as a composite of three domains: 1) a knowledge base, which includes necessary knowledge for teaching (including pre-service and in-service training); 2) autonomy, which is defined as teachers’ decision making over aspects related to their work; and 3) peer networks, which provide opportunities for information exchange and support needed to maintain high standards of teaching. It then measures the extent of teacher professionalism in an education system by calculating the average number of best practices that teachers benefit from across TALIS countries and economies.

English

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