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
Teaching and Learning International Survey (TALIS 2008) data