The development of this report was guided by Andreas Schleicher and Yuri Belfali. Marco Paccagnella led the development of the report and authored Chapters 1 and 2. Heewoon Bae authored Chapters 2 and 3. Jason McGrath contributed insights and analysis to Chapter 1. Rodolfo Ilizaliturri developed the processes for all statistical analyses in the report and led the production of the participant notes. Leonard Najman and Qi Kuang provided assistance with statistical analyses and outputs. Gabor Fülop gave advice on various technical and analytical issues and supported the alignment of TKS with the core TALIS survey. Emily Groves co-ordinated report preparation and production. Ruochen Li led and supported the team and provided valuable feedback on everything.
The project grew from the pilot study undertaken as part of the Innovative Teaching for Effective Learning (ITEL) study on teachers’ pedagogical knowledge by the OECD Centre for Educational Research and Innovation (CERI) – the authors would especially like to thank Nóra Révai and Hannah Ulferts, who provided their insights from earlier work on TKS. The report also relied on support from Eda Cabbar, Duncan Crawford, Kevin Gillespie, Sophie Limoges and Della Shin for report production and communications. Editing was conducted by Samantha Fields.
The OECD Teacher Knowledge Survey (TKS) 2024 was made possible thanks to the collaboration between participating countries of the TALIS Governing Board (TGB), the OECD Secretariat and the International Association for the Evaluation of Educational Achievement (IEA) with its international consortium partners cApStAn and the Australian Council for Educational Research (ACER). The Secretariat is grateful to the TGB members from participating countries for steering the project, and the national project managers (NPMs) for turning plans into actions. Special thanks are also extended to Steffen Knoll and Anja Waschk for directing the international consortium, and Ralph Carstens for senior counsel. Conceptual and technical development relied heavily on the work of John Ainley, Jonathan Heard, Kamil Kowolik, Karsten Penon, Mojca Rožman, Pina Tarricone, Wolfram Schulz, and Adriana Viteri. The Teacher Knowledge Expert Group and Technical Advisory Group also provided direction, advice and feedback during the data analysis and report production. Mira Bocti, Eleonora Kolomiets, Huyen Nguyen, Megan Sim and Toby Simmer provided valuable support. Annex F of this volume lists the members of various TALIS bodies, as well as the experts who have contributed to TKS.
Of course, TKS could not have taken place without the support of its participating teachers, who gave their precious time to help us understand more about what they already know. Our deepest thanks are due to these professionals. For all the times you sat through training sessions, wondering how the theory would look in practice. For all the hours you spent designing activities based on what you’d learned might work. For all the time you spent reflecting on why some lessons didn’t meet your expectations, but others exceeded them. Thank you for all the effort you have made to learn about how to teach, so that our young people can learn too.