guerriero talis - teacher task force -sg
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TALIS 2013 ResultsAn international perspective on teaching and learning
Sonia Guerriero
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.322 TALIS in Brief
…representing more than 4 million teachers in over 30 coun-tries…
Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…
…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools
Overview of TALIS
The Learning Environment:Characteristics of Teachers and Schools
The Importance of School Lead-ership
Developing and Sup-porting Teachers
Improving Teaching Us-ing Appraisal and Feed-
back
Examining Teacher Practices and Classroom Environment
Teacher Self-Efficacy and Job Sat-isfaction: Why they Matter
Developing and
Supporting Teach-ers
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
0 5 10 15 20 25 30 35 40
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities
Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
0 20 40 60 80 100
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.377 Impact of professional development
…the professional development in which they have participated has had a positive impact on their teaching.
Regardless of the con-tent, over 3/4 of
teachers report that…
Teacher Practices
8%
13%
79%
12%
12%
76%
Administrative tasks
Keeping order in the classroom
Actual teaching and learning
Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson
Distribution of class time9
Average
Mexico
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31
010 What teachers do beyond teaching
Average number of 60-minute hours teachers report spending on the following tasks in an average week
0 1 2 3 4 5 6 7 8 9 10
CroatiaFinland Japan
Finland Malaysia PortugalSingapore
Finland Korea
Finland Malaysia
Finland Korea
JapanMalaysiaSweden
IsraelItaly Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
Finland Malaysia
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Number of hours
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111 Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
Students work on projects that require at least one week to complete
Students use ICT for projects or class work
Give different work to the students who have difficulties learning and/or to those who can advance faster
Students work in small groups to come up with a joint solution to a problem or task
Let students practice similar tasks until teacher knows that every student has understood the subject matter
Refer to a problem from everyday life or work to demonstrate why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
0 20 40 60 80 100
Mexico Average
Teacher Job Satis-
faction
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31
313
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
I would recommend my school as a good place to work
I enjoy working at this school
All in all, I am satisfied with my job
0 10 20 30 40 50 60 70 80 90 100
84
90
91
89
94
98
Mexico Average
Teachers' satisfaction with their working environment
Mal
aysi
a
Sin
gapo
re
Kor
ea
Abu
Dha
bi (U
AE
)
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
ders
(Bel
gium
)
Sha
ngha
i (C
hina
)
New
Zea
land
Rus
sia
Net
herla
nds
Ger
ogia
Aus
tralia
Eng
land
(UK
)
Rom
ania
Isra
el
Uni
ted
Sta
tes
Chi
le
Ave
rage
Nor
way
Japa
n
Latv
ia
Ser
bia
Bul
garia
Den
mar
k
Pol
and
Icel
and
Est
onia
Bra
zil
Italy
Cze
ch R
epub
lic
Por
tuga
l
Cro
atia
Spa
in
Sw
eden
Fran
ce
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Perc
enta
ge o
f tea
cher
sMean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.31414 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31
515
Countries where teachers believe their profession is valued show higher levels of student achievement
Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
0 10 20 30 40 50 60 70 800
10
20
30
40
50
60
Australia
BrazilBulgaria
Chile
Croatia
Czech RepublicDenmark
Estonia FinlandFrance
IcelandIsraelItaly
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
RomaniaSerbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (UK)
Flanders (Belgium)
United States
Percentage of teachers who agree that teaching is valued in societySh
are
of m
athe
mat
ics
top
perf
orm
ers
Shanghai (China)
R2 = 0.24 r= 0.49
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31616
Behavioral issues equate to lower job satisfaction, class size doesn’t
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of stu -dents with behavioural problems
15 o
r les
s
16-2
0
21-2
5
26-3
0
31-3
5
36 o
r mor
e
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Class size (number of students)
Teac
her j
ob s
atis
fact
ion
(leve
l)
Non
e
1% to
10%
11%
to 3
0%
31%
or m
ore
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Students with behavioural problems
Teac
her j
ob s
atis
fact
ion
(leve
l)
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3
Next round – TALIS 2018:• 45+ systems confirmed, including in Latin
America:– Argentina, Brazil, Chile, Colombia and Mexico
• Apart from the main survey, TALIS options:– ISCED 1– ISCED 3– TALIS-PISA link
• Deadline for the final confirmation to join TALIS 2018: JULY 2016
1717 TALIS 2018
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3
• Teachers’ instructional practices and beliefs• School leadership • Teachers’ professional practices, including mobility issues • Teacher education and initial preparation• Teacher feedback and development (combining teacher
feedback and continuing professional development)• School climate • Job satisfaction • Teacher human resource issues and stakeholder relations • Teacher self-efficacy• Equity and Diversity• Innovation
1818 TALIS 2018 Themes – In Development
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31919 TALIS in Brief
an international research consor-
tiumOECD
Governments in 34 countries
European Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database
Email: TALIS@OECD.org
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