The future of the Teaching Profession

Michael DavidsonOECD Directorate for EducationEI Conference, 29-30 January 2013

The challenges are well known• Teaching 21st Century

skills• Using 21st Century

tools• Increased diversity in

the classroom• Accountability and

autonomy• And more besides...Teachers’ belief in their own effectiveness is crucial in dealing with these challenges and for student learning

Teachers’ self-efficacy in TALIS• I feel I am making a significant

educational difference in the lives of my students.

• If I try really hard, I can make progress with even the most difficult and unmotivated students.

• I am successful with the students in my class.

• I usually know how to get through to students.

44 Country means of teacher self-efficacy and job satisfaction (2007-08)

-1.0 -0.5 0.0 0.5 1.02.6

2.7

2.8

2.9

3.0

3.1

3.2

3.3

3.4

Australia

AustriaBelgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

IcelandIrelandItaly

Korea

Lithuania

MalaysiaMalta

Mexico

Norway

PolandPortugal

Slovak Republic

SloveniaSpain

Turkey

Self -efficacy: standardised factor scores

Job

satis

fact

ion

Figure 4.13

Self efficacyN

orw

ay*

Icel

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Italy

Aust

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Irela

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Denm

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exic

o

Belg

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*Li

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Mal

aysia

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S av

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-1.20-1.00-0.80-0.60-0.40-0.200.000.200.400.600.80

New teachers Experienced teachers

77 Factors associated with teachers’ perceptions of their own

effectiveness• More professional development

88Im

pact

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

Impa

ct

Parti

cipa

tion

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Impa

ct

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tion

Impa

ct

Parti

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tion

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ct

Parti

cipa

tion

Individual and collab-orative re-

search

Qualification programmes

Informal dia-logue to im-prove teach-

ing

Reading pro-fessional lit-

erature

Courses and workshops

Professional develop-

ment net-work

Mentoring and peer

observation

Observation visits to

other schools

Education conferences

and semi-nars

0

10

20

30

40

50

60

70

80

90

100

TALIS Average%

Fuente: OCDE. Tablas 3.2 y 3.8

Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work

Comparison of teachers participating in professional development activities and teachers reporting

moderate or high level impact by types of activity

99 Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work

Comparison of teachers participating in professional development activities and teachers reporting

moderate or high level impact by types of activity

1010 How teachers are developed in serviceand supported

No matter how good the pre-service education for teachers is

…it cannot prepare teachers for rapidly changing challenges throughout their careers

High-performing systems rely on ongoing professional to…

…update individuals’ knowledge of a subject in light of recent advances …update skills and approaches in light of new teaching techniques, new

circumstances, and new research …enable teachers to apply changes made to curricula or teaching

practice …enable schools to develop and apply new strategies concerning the

curriculum and teaching practice …exchange information and expertise among teachers and others …help weaker teachers become more effective .

Effective professional development is on-going… …includes training, practice and feedback, and adequate time and

follow-up support

1111 Factors associated with teachers’ perceptions of their own

effectiveness• More professional development• Better teacher-student relations

1212

0

5

10

15

20

Nor

way

Aust

ralia

Icel

and

Finl

and

Denm

ark

Esto

nia

New

Cana

daIr

elan

dUn

ited

Swed

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Japa

nCz

ech

Isra

elSl

ovak

Chile

Spai

nM

exic

oGr

eece

Unite

dN

ethe

rland

Germ

any

Turk

eyAu

stria

Port

ugal

Slov

enia

Pola

ndBe

lgiu

mLu

xemb

ourg

Switz

erla

ndIt

aly

Hung

ary

Relationship with student performanceRelationships between student-teacher relations and reading

performance, after accounting for students’ and schools’ socio-economic and demographic background

However......• 28% of students in OECD countries

are enrolled in schools whose principals report that their teaching staff’s resistance to change negatively affects students or that students’ needs are not met;

• 23% attends schools whose principals report that students are not encouraged by teachers in the school;

• 22% attend schools whose principals believe that learning is hindered by low teacher expectations

1414 Factors associated with teachers’ perceptions of their own

effectiveness• More professional development• Better teacher-student relations• Stronger beliefs about teaching

methods

Teaching practices in TALIS

• Structuring

• Student orientation

• Enhanced activities

Latent Profiles Classroom Teaching Practices

16

Summary – Classroom Teaching Practices

17

In most education systems, teachers who reported to…

• participate in more professional development,• receive more often feedback and appraisal,• agree more with constructivist beliefs,• and had a higher self-efficacy

were more likely to be in Profile C than in Profile A.

Summary – Classroom Teaching Practices

18

In most education systems, teachers who reported to…

• participate in more professional development,• receive more often feedback and appraisal,• agree more with constructivist beliefs,• and had a higher self-efficacy

and in Profile B than in Profile A.

1919 Factors associated with teachers’ perceptions of their own

effectiveness• More professional development• Better teacher-student relations• Stronger beliefs about teaching

methods• More professional collaboration in

school

2020 Country profiles of cooperation among staff Country mean of ipsative scores

Countries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration.Source: OECD, TALIS Database.

2121 Factors associated with teachers’ perceptions of their own

effectiveness• More professional development• Better teacher-student relations• Stronger beliefs about teaching

methods• More professional collaboration in

school• Public recognition of good

performance from principal or colleagues

Developing further evidence• OECD Policy review of evaluation

and assessment– Good practices for teacher appraisal

• 3rd International Summit of the Teaching Profession

• TALIS 2013– Extend analysis of teacher self efficacy

• Teachers’ role in school leadership• Approaches to student assessment

• PISA 2015• Optional teacher questionnaire

2323

Some students learn at high levels

All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning

Learning to learn, complex ways of

thinking, ways of workingCurriculum, instruction and assessment

Few years more than secondary

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

Education reform trajectoriesThe old bureaucratic system The modern enabling system

Thank you for listening!

Michael.davidson@oecd.org

www.oecd.org/TALISwww.pisa.oecd.org

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