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.



The nature and extent of teacher professionalism

This chapter examines the nature and extent of teacher professionalism in countries and economies participating in the Teaching and Learning International Survey (TALIS) 2013. The chapter provides an in-depth look at which domains of teacher professionalism tend to be emphasised across countries, what specific practices within each domain are most prevalent, and whether teacher professionalism differs by school level. Additionally, it examines how teacher professionalism differs across countries and economies, investigating which education systems have the highest levels of teacher professionalism overall, which domains systems emphasise, and the various models of professionalism that education systems follow.


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