Supporting teacher professionalism
Subtitle: Insights from TALIS 2013
By: Organisation for Economic Co-operation and Development
Series: TALIS
Publisher: OECD Publishing
Published: 2016
Place of publication: Paris
Language: eng
Number of pages: 221
Subjects: Teachers; Rating of; Teacher effectiveness; Training of
Description: 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.
Table of contents: title: Foreword and acknowledgements; title: Abbreviations and acronyms; title: Executive summary; title: Conceptualising teacher professionalism; title: The nature and extent of teacher professionalism; title: Teacher professionalism and policy-relevant outcomes; title: Equity and teacher professionalism; title: Policy recommendations to support teacher professionalism; title: Technical annex; title: System-specific profiles of teacher professionalism; title: Teacher professionalism support gaps between high and low second-language schools; title: Teacher professionalism support gaps between high and low special-needs schools; title: Teacher professionalism support gaps between high and low socio-economically disadvantaged schools; title: System equity profiles.