1887

TALIS 2018 Results (Volume I)

Teachers and School Leaders as Lifelong Learners

image of TALIS 2018 Results (Volume I)

Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

English French

.

Providing opportunities for continuous development

Continuous professional development is a vital element of the career path of teachers and principals, providing training that can affect both classroom and school practices. This chapter examines participation rates in in-service training for teachers and principals and discusses the different types of development opportunities available to them. It also reports teachers’ views on the characteristics of impactful training. After exploring the content of training activities attended by teachers and principals, it contrasts levels of participation with needs for further training. The chapter concludes by examining barriers to participation in training and the support received by teachers and principals to overcome them.

English French

Graphs

More
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error