Supporting Teacher Professionalism

Insights from TALIS 2013

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.

Published on February 12, 2016

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Foreword and acknowledgements
Abbreviations and acronyms
Executive summary
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
Technical annex
System-specific profiles of teacher professionalism
Teacher professionalism support gaps between high and low second-language schools
Teacher professionalism support gaps between high and low special-needs schools
Teacher professionalism support gaps between high and low socio-economically disadvantaged schools
System equity profiles
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