Effective teaching and teachers are key to producing high performing students. Countries are looking for answers to questions such as:
- How well are teachers prepared today to face the diverse challenges in schools?
- How efficiently does appraisal and feedback incite good teaching and support teachers’ development needs?
- How can policy makers ensure that resources invested in teachers’ professional development will have a positive impact on teachers’ work?
TALIS helps inform the development of policy and initiatives intended to improve the quality of teaching. The first cycle of TALIS has had an important impact in the development of such policies in participating countries.
See what some representatives from countries
have said about the benefits of TALIS 2008.
Norway participated in TALIS 2008. The results were well received and have helped us to focus on teachers’ professional development, appraisal and feedback systems, teacher’s role in the classroom, teacher-student relationship and school leadership in general. TALIS results have also been important in the planning of further professional development for teachers and principals. They have helped us to identify the strengths and weaknesses in Norwegian schools. Key to the success of TALIS has been co-operation with teacher unions and representatives for school authorities. When the opportunity came to join the second round of TALIS, Norway was ready.
Chair of the TALIS Board of Participating Countries,
Norwegian Directorate for Education and training
The findings from TALIS 2008 continue to inform the development of policies and initiatives intended to improve the quality of the Australian teaching workforce at the national and State/Territory level. A major initiative is the Smarter Schools – Improving Teacher Quality National Partnership agreement between the Australian Government and states and territories to improve the quality of teaching and leadership in schools. Under this agreement, AUD 550 million is being provided for incentives and supporting structures to address key priorities including greater flexibility and innovation in teacher recruitment, training, management and professional development. Australia has joined also TALIS 2013
Director, Teacher Quality National Partnership
The reach and impact of TALIS can also be measured by its use in the policy discourse in the media and by its use in research. Below is a list of articles and presentation that made use of TALIS.
If you have published work that uses or refers to TALIS, please contact the TALIS team and we will post on this page.
TALIS in Research
- Barber, M. & Mourshed, M. (2009). Shaping the Future: How Good Education Systems Can Become Great in the Decades Ahead: Report on the International Education Roundtable, 6 July 2009, Singapore. McKinsey & Company: Mckinsey Education.
- Bernard, J., Langworthy, M. & Shear, L. (2010). Innovative Teaching and Learning Research: The Pilot Year Full Report. Microsoft Partners in Learning.
- Hallett, G. & Hallett, F. (2011, September). Teacher Education and Classroom Behaviour: An Analysis of Cross Cultural Attitudes and Perspectives. European Educational Research Association Conference, 12-16 September 2011, Berlin, Germany.
- Hansen, B., Lárusdóttir, S. H. (2010, September). Teacher Development and Supervision – The Role of Principals in Icelandic Compulsory Schools. Enirdelm, September 16-18 2010.
- Hermann, Z. Imre Anna Kádárné Philippines, Judit Nagy, Mary Mathilda Strength, Julia Varga (2009). “Pedagógusok, Az oktatás, Kulcsszereploi: Összefoglaló jelentés az OECD nemzetközi tanárkutatás (TALIS) elso eredményeirol” (Educators, Education, Key Actors: Summary report of the OECD TALIS first results). Educational Research and Development Institute, Érdi Rose Printing, Hungary.
- Kalvans, R. & Kangro, A. (2011, September). School Leadership in the Baltic States. European Educational Research Association Conference, 12-16 September 2011, Berlin, Germany.
- Kozina, E. (2011, June) Multidisciplinary Approach to Exploration of Teacher Professional Development: Drawing on the Perspectives from Sociology, Anthropology and Psychology, International Conference ‘The Future of Education’, Florence, Italy.
- Lumby, J., Azaola, C., de Wet, A., Skervin, H., Walsh , A. and Williamson, A. (2010). Women School Principals in South Africa Leading the Way - ePrints Soton.htm. Southampton, GB, University of Southampton, 56pp.
- Perkins, R., Moran, G., Shiel, G. and Cosgrove, J. (2011). Reading Literacy in PISA 2009: A Guide for Teachers. Educational Research Centre, St Patrick’s College.
- Piwowarski, R. (2012). Teacher and School Achievement: Based on TALIS Data and Lower Secondary School Examination Results. Instytut Badan Edukacyjnych, Warsaw, Poland.
- Rew, W. J., Sánchez, A. R., Luschei, T. F., Lang, L. B. (2011, May). Examining the prevalence and characteristics of teachers who work at multiple schools : Cross-national evidence from TALIS. 55th Annual Conference of the Comparative and International Education Society (CIES), Montreal, Canada.
- Rizza, C. (n.d.t.). New Teachers’ working experience: A secondary analysis of TALIS. Centre for Research on Educational and Lifelong Learning, Econometric and Applied Statistic Unit, Joint Research Centre, European Commission, Italy.
- Sánchez, A. R., Rew, W. J., Lang, L. B., Luschei, T. F. (2011, April). Teacher moolighting in Mexico : A multilevel study. American Educational Research Association (AERA) Annual Conference, New Orleans, USA.
- Schleicher, A. (2011). Lessons from the world on effective teaching and learning environments. Journal of Teacher Education, 62(202), p.202-221.
- Shear, L., Novais, G., Moorthy, S. (2010). Innovative Teaching and Learning Research: Executive Summary. Microsoft Partners in Learning.
- Townsend, T. and MacBeath, J., (Eds.) (2011) International Handbook of Leadership for Learning. Series: Springer International Handbooks of Education. Springer, Dordrecht, The Netherlands
- Van Petegem, P. (28 Aug 2010). Teacher Appraisal and Job Satisfaction: An Exploration Based on the Teaching and Learning International Survey (TALIS) database. 35th Annual Conference of ATEE, August 26-30 2010, Budapest, Hungary.
- Yildirim, K. (2011). Depending on International Research Data: Teaching Practices in Science and Technology Lessons in Primary Schools in Turkey. Journal of Turkish Science Education, Vol. 8(1), p. 175-178.
TALIS in the News
- Thomas Jerome Baker, “TALIS Revisited: Teaching and Learning International Survey, 2009,” Profesorbaker’s Blog: A Bit Everything, 1 May 2011.
- Joe Cahill, “Drugs and alcohol causing problems at school, says report, ” Irish Times, 17 June 2009.
- Lauren Djakovac, “2008 OECD Teaching and Learning International Survey (TALIS) , ” School Post, South Australian Association of State School Organisations.
- Alan Hope, “Testing the teachers: A revealing study by the OECD shows just how Flemish teachers measure up, ” Flanders Today, 2 September 2009.
- Marshall, J., “Global: Train Teachers as Educational Researchers: OECD,” University World News, Issue No: 163, 20 March 2011.
- Network of Trainers in Europe. TALIS (Teaching and Learning International Survey).
Teaching and Learning International Survey (TALIS 2008) data