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.

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Attracting and effectively preparing candidates

This chapter examines the process through which in-service teachers were attracted to the profession and describes how teachers and school leaders were prepared for their roles. After analysing the prevalence and features of training programmes identified as effective in the research literature, it examines the relationship between the features of these programmes and a range of quality indicators, including teachers’ sense of preparedness, self-efficacy in teaching and job satisfaction. Adopting a model that considers teacher education as a continuum, the chapter also explores the support provided to new teachers in their early career years.

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