In series:TALISview more titles
Published on February 12, 2016
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.
|Foreword and acknowledgements|
|Conceptualising teacher professionalism|
|The nature and extent of teacher professionalism|
|Teacher professionalism and policy-relevant outcomes|
|Equity and teacher professionalism|
|Policy recommendations to support teacher professionalism|
Annexes6 chapters available
Archived Webinar - Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m. (ET)
The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) joined forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.
In Focus briefs
Data are available in the Education GPS