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Creating EffectiveTeaching and LearningEnvironments:First Results from TALIS
ExECuTIvE SummARy
T e a c h i n g A n d L e a r n i n g I n t e r n a t i o n a l S u r v e y
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Table of Contents
Introduction 3
Conditions or eective learning 5
Preparing and supporting a high-quality teaching orce 9
How common is proessional development in the teaching orce? 9
How well are teachers proessional development needs being met? 10
How to meet unsatisfed demand or proessional development? 11
Improving teaching practice 13
How do teaching belies and practices dier across countries? 13
How do teachers use their teaching time and how successul do they consider
themselves in their work?
14
Supporting eective teaching through appraisal and eedback 17
How do teachers view appraisal and eedback on their work? 17
How do education systems reward eective teaching? 18
Shaping the development o teachers through eective school leadership 20
How do leadership styles vary? 20
How does school leadership relate to the development o teachers? 20
A profle o lower secondary teachers and their schools 23
Conclusions 25
This document summarises results rom the main report which can be ound at www.oecd.org/edu/TALIS
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Introduction
the OeCD tALIS Survey
OECDs Teaching and Learning International Survey (TALIS) provides the frst
internationally comparative perspective on the conditions o teaching and learning,
providing groundbreaking insights into some o the actors that lie behind the
dierences in learning outcomes that OECDs Programme or International Student
Assessment (PISA) has revealed. It aims to help countries review and develop policiesto make the teaching proession more attractive and more eective.
With a ocus on lower secondary education in both the public and private sectors,
TALIS examines important aspects o proessional development; teacher belies,
attitudes and practices; teacher appraisal and eedback; and school leadership in the
23 participating countries.
TALIS is the frstteacher survey...
to cover key issuesaecting teachers o lowersecondary education andtheir work.
OECD countries Partner countries
Australia Brazil
Austria Bulgaria
Belgium (Flemish Community) Estonia
Denmark Lithuania
Hungary Malaysia
Iceland Malta
Ireland Slovenia
Italy
Note: TALIS was also conducted in the Netherlands
but as the required sampling standards were
not achieved, their data are not included in the
international comparisons.
Korea
Mexico
Norway
Poland
Portugal
Slovak Republic
Spain
Turkey
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IntrODuCtIOn
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
TALIS looks at these actors through the eyes o teachers and school principals. This
innovative approach was chosen in order to examine how the intended school and
teacher policies o education systems are actually perceived and implemented in
schools and classrooms, recognising that the best intentions will only yield results i
eectively and consistently implemented in the rontline. Future surveys will build on
this to monitor how the proession will evolve in response to new challenges.
Three eatures o the survey need to be taken into account when interpreting the
results. First, responses rom teachers and principals oer important insights, but they
are subjective reports. Great care was taken in the design and instrumentation o the
survey to ensure that the data are reliable and valid across countries and cultures.
However, they need to be interpreted in the context o the perspectives o other
stakeholders. Second, TALIS identies associations between various characteristics
o teachers and schools, but cannot establish cause and eect. Third, cross-country
comparisons must always take account o cultural infuences on the meaning o
responses. The TALIS results are discussed with these considerations in mind.
To establish a robust statistical picture, around 200 schools were randomly selected
in each country to participate in the survey. In each school, one questionnaire was
lled in by the school principal and another by 20 randomly selected teachers. The
questionnaires each took about 45 minutes to complete and could be lled in on
paper or on-line. In total, TALIS sampled around 90 000 teachers representing more
than 2 million teachers in the participating countries.
TALIS is the product o a collaborative eort between the countries participating
in TALIS, the experts and institutions that worked within the ramework o aninternational project consortium, and the OECD. Collaboration and support rom the
European Commission has helped TALIS address important inormation needs o the
Commission. Education International has acilitated consultations with educational
unions throughout the development, implementation and analysis o the results.
TALIS has emerged rom the OECDs international educational indicators programme,
INES. It also draws on the OECDs 2005 review o teacher policy, which identied
important gaps in international data.
schools andteachers were
randomly selected totake part.
The development and
implementation ofTALIS was guided by
governments.
In each ofthe 23 countries
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ExEcutivE summary
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Conditions or eeCtive learning
TALIS looks at a range of features that shape teaching and learning.But how strongly do these characteristics affect learning itself?
While TALIS does not directly measure student learning and learningoutcomes, it looks at important features that shape effective
learning. Special emphasis was given i) to how successful teachers feel
in addressing the educational challenges they face (self-efficacy)and ii) to what extent classrooms are orderly and conducive to
learning (classroom disciplinary climate).
Reports o sel-ecacy have been shown to be linked to productivity and infuencepeoples actions in the workplace. When teachers envisage eective teaching as a skill
that can be acquired, this eeling o sel-ecacy can help them better analyse and
solve problems. Conversely, those teachers conronting a low eeling o sel-ecacy
can experience sel-doubt and become preoccupied with evaluative concerns i
eorts proved unsuccessul.
Classroom climate not only has been shown to aect student outcomes and attainment
but is a prominent policy issue in a number o countries and regions. The actions
o students within classrooms and the creation o a sae and productive learning
environment are important or many schools and can be a challenging dimension o
teachers work. For example, TALIS nds that one teacher in our in most countriesloses at least 30% o lesson time to disruptive student behaviour or administrative
tasks, and some teachers lose more than hal (Figure 4.10 in the main report).
Furthermore, across countries, 60% o teachers are in schools whose school principal
reports that classroom disturbances hinder learning (Table 2.8a in the main report). In
all countries this is a problem in a relatively high proportion o schools and poses a
signicant challenge or eective teaching.
TALIS looked at howwell teachers eelprepared to addressthe challengesthey ace
as well as thequality o classroomclimate, one in ourteachers losing at least
30% o learning timebecause o disruptivestudent behaviour oradministrative tasks.
TALIS looked at how ar actors such as aspects o proessional development
or varying teaching practices were associated with sel-ecacy and classroom
disciplinary climate. It then adjusted this eect by accounting or background
actors such as the socio-economic characteristics o schools. Finally, or
each actor or which signicant eects had been ound, additional estimates
accounted or actors in other categories where the eects were signicant. The
associations that remain ater these adjustments, measured in a nal model,
are noted below and discussed in detail in Chapter 7 o the ull report.
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Only in Australia was the number o days that teachers spent on proessional development
signicantly associated with classroom disciplinary climate, once all other actors had
been taken into account (Table 7.5 in the main report). On the other hand, in around
hal o the countries (Denmark, Estonia, Iceland, Italy, Korea, Lithuania, Malaysia,
Malta, Mexico, Portugal and Slovenia), teachers who had received more proessional
development reported signicantly higher levels o sel-ecacy (Table 7.5a in the main
report). TALIS also suggests that teachers participation in proessional development goes
hand in hand with their mastery o a wider array o methods to use in the classroom,
even i it is not clear to what extent proessional development triggers or responds to the
adoption o new techniques (Table 4.7 in the main report).
TALIS identies close associations between actors such as a positive school climate,
teaching belies, co-operation between teachers, teacher job satisaction, proessional
development, and the adoption o dierent teaching techniques (Table 4.12, Table7.5a and Table 7.6a in the main report). For all o these actors, much o the variation
identied was in dierences among individual teachers rather than among schools
or countries (e.g. Figure 4.3 in the main report). The implication is that by addressing
teachers attitudes, belies and practices as a whole, there is scope or considerable
improvement in teaching and learning, but that this may require individualised
support or teachers rather than just whole-school or system-wide interventions.
In a number o countries, the appraisal and eedback which teachers receive is
mirrored in the belies in their own teaching abilities, in other words, when they
receive eedback on their work, the more they trust in their abilities to address
teaching challenges (Table 7.7a in the main report). However, this relationship is notalways visible when other actors are accounted or, suggesting that third actors are
at play too. In some countries, teachers reported higher levels o sel-ecacy when
they had received public recognition as a result o the appraisal (Austria, Belgium
(Fl.), Estonia, Hungary, Ireland, Italy, Korea, Lithuania, Malta, Norway and Spain) and
also when innovative practices were part o appraisal and eedback (Brazil, Iceland
and Portugal) (Table 7.7a in the main report).
School evaluation and teacher appraisal show little relationship with classroom
climate, in particular once other actors have been taken into account (Table 7.7
in the main report). School evaluation was also not markedly associated with teacher
ecacy (Table 7.7a in the main report).
Two alternative views o teaching emphasise, on the one hand, the teachers role
in transmitting knowledge and providing correct solutions, and on the other, the
teachers role as a acilitator o active learning by students who seek out solutions
or themselves. Comparing teacher belies with classroom disciplinary climate, the
analysis found that in Hungary, Italy, Korea, Poland and Slovenia, teachers with
constructivist beliefs that regard students as active participants in the process
of acquiring knowledge are more likely to report positive classroom disciplinary
climate. In contrast, teachers who favour the direct transmission of knowledge
are more likely to report a negative classroom disciplinary climate in the seven
countries where there is a detectable net effect (Belgium (Fl.), Korea, Norway,Poland, Portugal, Slovenia and Spain). The choice o competing teacher belies is
but proessionaldevelopment and
intervention needto be targeted atindividual teachers.
Teacher appraisaland eedback can be
important instruments
to raise sel-efcacy,and public recognitioncan reinorce this
relationship.
Teachers holdingdierent belies
have contrastingexperiences o
classroom climate...
Teachers who haveundertaken more
proessional developmenttend to eel better equippedto deal with teaching
challenges
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ExEcutivE summary
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
a particularly signicant issue or Korea, Poland, and Slovenia, where both o the
above eects were observed (Table 7.6 in the main report).
In virtually all TALIS countries, there is a relation between teachers belies and theirclassroom practices. In particular, teachers who employ student-oriented practices are
more likely to be those who take a constructivist view o teaching; that is, teachers
who believe that students should be more active participants in the learning process
tend to ollow this through in practice. On the other hand, there is no consistent
pattern to the association between teachers belies and more structured lessons and
teaching (Table 4.9 in the main report).
On the other hand, both constructivist and direct transmission belies were
positively associated with sel-ecacy in most TALIS countries (Table 7.6a in the main
report). Even though these are competing views o teaching, this result indicates that
holding any strong view about technique tends to be associated with condence inones own eectiveness.
It is noteworthy that emale teachers report using structuring and student-oriented
practices more oten than their male counterparts and are also more likely to say that
they engage in co-operation with colleagues (Table 4.3 in the main report).
Structured teaching practices were associated with a good classroom disciplinary
climate in around hal o the countries (Australia, Austria, Belgium (Fl.), Bulgaria,
Hungary, Ireland, Italy, Korea, Mexico, Portugal and Spain), and in some cases this
eect was strong (Table 7.6 in the main report). These practices were also associated
with greater teacher sel-ecacy in around the same number o countries, manythe same ones (Australia, Austria, Belgium (Fl.), Iceland, Ireland, Korea, Malaysia,
Mexico, Norway, Portugal and Spain). Similar results were ound or teachers who
adopted student-oriented teaching practices but the number o countries where such
positive associations were evident was smaller (Table 7.6a in the main report).
Teacher co-operation tended not to be strongly associated with classroom disciplinary
climate, but in just under hal o the countries teachers who engaged in more progressive
orms o collaboration such as team teaching were more likely to eel more eective
(Austria, Belgium (Fl.), Bulgaria, Estonia, Hungary, Iceland, Korea, Poland, Portugal
and Spain) (Table 7.6a in the main report).
Those teachers who said that they involved students in enhanced activities such as
project work were more likely in some countries to experience a worse classroom
disciplinary climate (Austria, Belgium (Fl.), Lithuania and Malaysia), and had mixed
reports o their sel-ecacy (positive relationship in Ireland, Italy and Poland but
a negative relationship in Austria) (Tables 7.6 and 7.6a in the main report). It is, o
course, dicult to discern what is cause and eect as teachers may, or example,
employ project work in particularly dicult classroom conditions.
...but tend to haveconfdence intheir own teaching
whichever belies theyhold strongly.
Some teaching practices aremore closely associated withclassroom climate and sel-efcacy than others.
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
11. Dng he l 18 onh, dd o ppe n n o he ollowng knd o poeonl deelopen e,
nd wh w he p o hee e on o deelopen ehe?
For each question below, please mark one choice in part (A). If you answer Yes in part (A) then please mark onechoice in part (B) to indicate how much impact it had upon your development as a teacher.
(A)Participation
(B)Impact
Yes NoNo
impactA smallimpact
Amoderateimpact
A largeimpact
a) Courses/workshops (e.g. on subject matter ormethods and/or other education-related topics)
o1 o2 o1 o2 o3 o4
b) Education conerences or seminars (where teachersand/or researchers present their research results and
discuss educational problems)
o1 o2 o1 o2 o3 o4
c) Qualication programme (e.g. a degreeprogramme)
o1 o2 o1 o2 o3 o4
d) Observation visits to other schools o1 o2 o1 o2 o3 o4
e) Participation in a network o teachers ormedspecically or the proessional development oteachers
o1 o2 o1 o2 o3 o4
) Individual or collaborative research on a topic ointerest to you proessionally
o1 o2 o1 o2 o3
g) Mentoring and/or peer observation and coaching,as part o a ormal school arrangement
o1 o2 o1 o2 o3
Illustrative TALIS question 1
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
PreParing and suPPorting a high-quality teaChing
forCe
Education systems seek to provide teachers with opportunities for
on-going professional development to fully prepare them for their
work and to retain a high-quality teacher workforce. TALIS examined
the take-up of professional development, the degree of unsatisfied
demand for development and the factors that support or hinder
meeting development needs.
Several fndings rom TALIS underline the need or a better preparation o teachers.
More than one teacher in three is in a school whose principal thinks that the school
suers rom a shortage o qualifed teachers (Table 2.5 in the main report). This
ranges rom 12% in Poland to the great majority in Estonia, Mexico and Turkey. The
actors hindering instruction that are most requently cited are a lack o equipment
and a lack o instructional support personnel. TALIS makes it possible to analyse
various relations between dierent resource shortages. For example, there is a strong
relationship between schools in which a shortage o instructional support sta and o
other support sta hinders instruction, an indication that a squeeze on non-teacher
resources can aect these two problems together. On the other hand there seems to
be no correspondence between a shortage o qualifed teachers and average class
size. TALIS also ound that in some countries, negative aspects o teacher behavioursuch as absenteeism or lack o pedagogical preparation oten hinder instruction. In
Italy and Mexico or example, the majority o teachers are in schools whose principals
thought that unprepared teachers hindered instruction (Table 2.8 in the main report).
hw cmm p vpm c c?
Nearly nine teachers in ten reported taking part in a structured proessional
development activity during the 18 months preceding the survey. This is generally a
high participation rate, but there is considerable variation in:
The proportion o teachers participating in dierent countries: in Denmark, theSlovak Republic and Turkey, one in our reported no proessional development.Given the broad defnition o proessional development used in the survey, this
may be a concern (Table 3.1 in the main report).
The intensity o participation: in some countries teachers average participation is ahandul o days a year, while in Mexico and Korea it is 30 days or more (Table 3.1
in the main report).
Equity issues raised by the participation o various groups within countries:older teachers or example are under-represented and within-country variation
is greatest in Italy, Korea, Mexico, Poland and Spain (Table 3.1a and Table 3.1d
in the main report).
The type o proessional development activities (Table 3.2 in the main report).
The great majority ofteachers participate inprofessional development...
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ExEcutivE summary
10
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
h c p p ?
Although the great majority o teachers received some proessional development
over the previous 18 months, 55% on average reported that they would have liked
more. However, teachers views on this varied widely: In Belgium (Fl.) and Slovenia,
two-thirds o teachers elt that they had received enough proessional development,
while in Brazil, Malaysia and Mexico, over 80% did not. While some degree ounmet need can be expected, its extent in some o the countries will need closer
examination (Table 3.3 in the main report).
Teachers demand or more proessional development appears concentrated in
certain areas. In particular, one teacher in three reports a high level o need or
teaching students with special learning needs. This indicates a serious issue in terms
o teachers capacity to deal with heterogeneous learning groups. Teachers also
requently mentioned ICT teaching skills and student behaviour as areas in which
they required more development (Table 3.4 in the main report). It is noteworthy in
this context that one teacher in our in most countries reports losing at least 30%
o learning time because o disruptive student behaviour or administrative tasks.Since the greatest amount o variation in loss o teaching time is among dierent
Figure 1
Comparison of the level and intensity of participation in professional development
(2007-08)
Bulgaria
Percentage of teachers undertaking professional development
Average days of professional development undertaken
Source: OECD, TALIS Database.
Turkey
Mexico
Italy
Brazil
Slovenia
Poland
Hungary
Malta
Slovak Republic
Lithuania
Korea
Belgium (Fl.)Australia
Iceland Estonia
Denmark
Spain
Portugal
Ireland
Norway
Malaysia
TALISa
verage
TALISa
verage
Austria
40
35
30
25
20
15
10
5
070 75 80 85 90 95 100
1 2 http://dx.doi.org/10.1787/607807256201
...but hal do notthink this meets
their needs
with unmet demandconcentrated in areas
relating to dealingwith heterogeneouslearning groups, ICT
and student behaviour.
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ExEcutivE summary
11
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
teachers within schools, policy attention will need to ocus on addressing the skills
and dispositions o individual teachers, rather than improving overall school climate
and discipline.
On average in TALIS countries, two-thirds o teachers paid nothing or the proessional
development they participated in, and a similar proportion received time rom
their employers to undertake it. This indicates a signicant investment in teachers
proessional development on the part o schools and public authorities (Table 3.5 in
the main report).
However, where teachers paid or their own development, they tended to do more.
Those who paid the ull cost undertook over twice as much training as those who
received it ree (Table 3.5a in the main report). This partly refects the act that courses
that are paid or tend to lead to proessional qualications and are more time-
consuming. Teachers paying or their proessional development are also more likelyto eel that they need more than they get. This suggests that ree provision is not
necessarily the only way o stimulating participation.
h f p p?
TALIS asked teachers who wanted more professional development to explain what
prevented them rom undertaking it. The most common reason, cited by nearly hal, is
confict with their work schedule (Table 3.7 in the main report). Almost as many cite the
lack o suitable proessional development, and these teachers tended to engage in less
development activity. Indeed in the three countries where participation in proessional
development is lowest (Denmark, Slovak Republic and Turkey) this was the main
reason, though in Denmark lack o employer support was also a signicant barrier.
Those who cited schedule confict tended to undertake more than average proessional
development, oten in courses leading to qualications with heavy demands on time
which can be dicult to meet.
As shown in Figure 2, the great majority o teachers reported that the proessional
development they take part in, across a range o activities, had a moderate or high
impact. The greatest perceived impact is in teacher research and qualication
programmes (Table 3.8 in the main report).
These are activities in which relatively ew teachers participate, although typically
or more days.
These ndings point to two issues which policy makers and school leaders need to
address. First, teachers who participate in qualication courses commit considerable
time and money to these courses, which they think are eective. Yet relatively ew
participate in this type o activity and those who do oten eel rustrated by the lack o
sucient time to devote to them. This suggests a need to review the amount o time
and money made available to teachers or such courses.
The second issue is the broader phenomenon o high unmet need, which 42% o
teachers associate with a lack o suitable proessional development on oer. This
suggests that a sound assessment o provision and support against development needsshould be a priority in many countries.
Two-thirds o teacherspaid nothing ortheir proessionaldevelopment
but ree participationis not the only way tostimulate participation.
Work pressures and lacko suitable opportunitiesare cited as reasons orinsufcient proessionaldevelopment.
The greatest impact oproessional developmentwas reported in teacherresearch and qualifcationprogrammes, but these were
also the activities with theleast participation.
Policy makers andpractitioners need toensure that incentivesand support orproessional developmentare better aligned withthe types o activitythat are eective inmeeting teachers needs.
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ExEcutivE summary
12
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Individual andcollaborative
research
Qualificationprogrammes
Informaldialogue
to improveteaching
Readingprofessional
literature
Coursesand
workshops
Professionaldevelopment
network
Mentoringand peer
observation
Observationvisits to
other schools
Educationconferencesand seminars
Figure 2
Comparison of impact and participation by types of development activity (2007-08)
%
Activities are ranked in descending order of the percentage of teachers reporting a moderate or high impact of the professionaldevelopment they took.
Source: OECD, TALIS Database.
100
90
80
70
60
50
40
30
20
10
0
Teachers reporting moderate or high level of impact
Teachers participating in professional development
1 2 http://dx.doi.org/10.1787/607807256201
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
imProving teaChing PraCtiCe
Teachers beliefs, practices and attitudes are important forunderstanding and improving educational processes. TALIS examines a
variety of these which previous research has shown to be relevant to
school improvement and effectiveness.
h c pcc c c?
Two alternative views o teaching emphasise, on the one hand, the teachers role
in transmitting knowledge and providing correct solutions, and on the other, the
teachers role as a acilitator o active learning by students who seek out solutions
or themselves. The latter constructivist view o teaching generally has more
support among the teachers surveyed than the ormer direct transmission view
(Figure 4.2 in the main report).
As shown in Figure 3, the constructivist view is most dominant in northwest European
countries, Scandinavia, Australia and Korea. It has less dominance over the direct
transmission view in Brazil, southern Europe and Malaysia. Indeed, in Italy and
Malaysia, teachers preerence or the two views is more equal.
While these results present the two views in competition, teachers who supported one
view o teaching were not necessarily less likely to support the other, suggesting that
many see them as complementary. The exceptions are Austria, Australia and Iceland,
the countries with the strongest support or the constructivist view, and where teachers
who support that view tend not to support the idea o direct transmission (Table 4.1 inthe main report).
In the classroom, teachers in all countries reported using practices aimed at ensuring
learning is well structured (structuring practices) more oten than they used student-
oriented practices, such as adapting teaching to individual needs. Both o these
teaching practices are used more oten than activities such as project work (enhanced
activities), which require more active participation by the student. This pattern is true
in every country (Figure 4.4 in the main report). Since each o these practices can raise
student achievement, there may be scope or countries that make less use o student-
oriented and enhanced activities to improve their results by using them more.
It is notable also that the domination o structuring practices among countries is tosome extent contrary to the general preerence or constructivist belies, which would
be expected to be more closely aligned to student-oriented practices. The actors that
prevent teachers rom putting their belies about teaching into practice require urther
investigation but this may nevertheless be a source o rustration or teachers.
Teachers o mathematics place greater emphasis on structuring. Teachers in the
humanities report that they are relatively more likely to assign project work and other
orms o enhanced activities, and subjects that teach practical skills, to use more
student-oriented practices (Figure 4.5 in the main report). This shows the importance
o maintaining a balanced curriculum to enable students to learn how to take
responsibility or their learning, and suggests that there may be scope or mathematicsteachers to broaden their repertoire.
Teachers tend to be moreinclined to see their role assupporting active learningrather than directlytransmitting inormation
but more so in Northernand Western Europeancountries, Australia andKorea than in SouthernEurope, Brazil or Malaysia.
Structured practices aremore common than student-oriented practices, or projectwork
and variation by teachingsubject illustrates theimportance o a balancedcurriculum.
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
h c c cc
c ?
Co-operation by teachers in all countries takes the orm o exchanging and co-
ordinating ideas and inormation more oten than direct proessional collaboration
such as team teaching (Figure 4.7 in the main report). However, there are big dierences
among countries, with proessional collaboration relatively more common in Poland,the Slovak Republic and Turkey, and much less common in Belgium (Fl.), Slovenia
and Spain. There is scope to enhance this orm o co-operation, which research has
shown to raise school eectiveness.
At least hal o teachers in most countries spend over 80% o the lesson time on
teaching and learning. However, in some cases time is lost because students are
disruptive or because teachers have to deal with administrative tasks. One teacher in
our in most countries loses at least 30% o lesson time to these two actors, and some
teachers lose more than hal (Figure 4.10 in the main report). The greatest amount
o variation in lost teaching time is among dierent teachers within schools. This
suggests a need to address the skills and dispositions o individual teachers, not justthe overall school climate and discipline.
Figure 3
Country profiles of beliefs about the nature of teaching and learning (2007-08)
Country mean of ipsative scores
Ipsative means
Iceland
Austria
Australia
Denmark
Estonia
Belgium(
Fl.)
Malta
Korea
Slovenia
SlovakRepublic
Norway
Poland
Turkey
Hungary
Mexico
Ireland
Lithuania
Brazil
Portugal
Spain
Bulgaria
Malaysia
Italy
Countries are ranked by the strength of preference among teachers in each country between direct transmission beliefs about teachingand constructivist beliefs about teaching. So, teachers in Iceland show the strongest preference for constructivist beliefs, over directtransmission beliefs.
Source: OECD, TALIS Database.
Direct transmission beliefs
Constructivist beliefs
0.4
0.3
0.2
0.1
0
-0.1
-0.2
-0.3
-0.4
1 2 http://dx.doi.org/10.1787/607814526732
There is also scope orstrengthening teachers
collaboration, beyond
exchanging ideas.
Most lesson time isspent teaching, but insome cases disruption
and administrationcause signifcant loss
o teaching time.
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Teachers were asked about their relations with students as an indicator o school
climate. Teacher-student relations varied considerably within countries, although
Norway stood out as a country in which over 95% o teachers reported better relations
with students than the international average (Figure 4.13 in the main report). Within
countries, a considerable amount o variation is due to dierences among schools,
but two-thirds o all variation is among teachers regardless o school or country
dierences. This suggests that some teachers need extra support to ensure a climate
in which to teach eectively.
TALIS asked teachers about their job satisaction and about how successul they
eel they are with regard to their students education (sel-ecacy). In both cases
dierences across countries and across schools are generally small, but Norwegian
teachers stand out as well above average on both measures. High scores or job
satisaction were also reported by teachers in Austria and Belgium (Fl.), while the
opposite was true particularly in Hungary. Korean teachers were on average the least
positive about their sel-ecacy compared with other countries (Figure 4.15 in the
main report). Around 90% o overall variation on these measures is among teachers
within schools. This again suggests that interventions may need to ocus on individual
teachers rather than on schools or school systems.
Teacher-student relationsvary across countries, butmost variation is withinschools, suggesting that someteachers need extra supportto establish an eectivelearning environment.
Teachers in the sameschool also vary in termso job satisaction andbelie in their eectiveness.
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
29. We wold lke o k bo o peonl bele on ehng nd lenng. Plee nde how h o dgee
o gee wh eh o he ollowng een.
Please mark one choice in each row.
StronglyDisagree Disagree Agree
StronglyAgree
a) Eective/good teachers demonstrate the correct way to solve aproblem.
o1 o2 o3 o4
b) When reerring to a poor perormance, I mean a perormancethat lies below the previous achievement level o the student.
o1 o2 o3 o4
c) It is better when the teacher not the student decides whatactivities are to be done.
o1 o2 o3 o4
d) My role as a teacher is to acilitate students own inquiry. o1 o2 o3 o4
e) Teachers know a lot more than students; they shouldnt letstudents develop answers that may be incorrect when they canjust explain the answers directly.
o1 o2 o3 o4
) Students learn best by nding solutions to problems on theirown.
o1 o2 o3 o4
g) Instruction should be built around problems with clear, correctanswers, and around ideas that most students can grasp quickly.
o1 o2 o3 o4
h) How much students learn depends on how much backgroundknowledge they have that is why teaching acts is so necessary.
o1 o2 o3 o4
i) Students should be allowed to think o solutions to practicalproblems themselves beore the teacher shows them how theyare solved.
o1 o2 o3 o4
j) When reerring to a good perormance, I mean a perormance
that lies above the previous achievement level o the student.
o1 o2 o3 o4
k) A quiet classroom is generally needed or eective learning. o1 o2 o3 o4
Illustrative TALIS question 2
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ExEcutivE summary
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
suPPorting eeCtive teaChing through aPPraisal
and eedbaCk
TALIS shows that strong school-level evaluation tends to feed
through to better teacher appraisal and feedback, which in turn can
feed through to improvements in the classroom. This is true not justfor evaluation in general but for specific aspects of teaching, such
as teaching students from diverse backgrounds. These links provide
useful guidance for shaping the framework for evaluating schools tofacilitate and improve the work of teachers.
h c pp c ?
An important nding o TALIS is that teachers generally respond positively to appraisaland eedback (Table 5.7a in the main report). They tend to report that it is air and
helpul or their work and that it increases their job satisaction and to a lesser extent
their job security. In addition, teachers report that it signicantly increases their
development as teachers (Table 5.7 in the main report).
Eight teachers in ten reported that they had received some kind o appraisal or
eedback on their work and most were carried out by managers or other teachers
within their school (Table 5.3 in the main report).
Teachers positive perceptions o appraisal and eedback show that it is possible to
overcome concerns about such practices.
Teachers tend toeel positive abouttheir appraisal andeedback
Figure 4
Teachers who received no appraisal or feedbackand teachers in schools that had no school evaluation in the previous five years (2007-08)
%
Italy
Spain
Portugal
Ireland
Brazil
Iceland
Norway
Austria
Australia
Belgium(
Fl.)
Malta
Turkey
Mexico
Denmark
Poland
Korea
Slovenia
Hungary
Estonia
SlovakRepublic
Lithuania
Malaysia
Bulgaria
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.
Source: OECD, TALIS Database.
60
50
40
30
20
10
0
No appraisal or feedback
No school evaluation
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Not only do teachers report that the appraisal and eedback they receive improves
their teaching skills, they also report that it leads to changes in specic aspects o their
teaching. Greater emphasis on an aspect o teachers work in appraisal and eedback is
more likely to lead to changes in that area (Figure 5.8 Figure 5.13 in the main report).
Between 70% and 80% o teachers work in schools whose school principal reported
that school evaluations had an eect on eedback to the school, the appraisal o
management and teachers, and helping teachers improve their teaching skills
(Table 5.2 in the main report). This shows why school-level evaluation can be an
important driver o school improvement.
At the same time, on average across TALIS countries 13% of teachers receive no
appraisal and eedback on their work as teachers in their school as shown in Figure 4.
This was particularly apparent in Ireland and Portugal where over one-quarter of
teachers had no appraisal and eedback and in Italy and Spain where around hal o
teachers had none (Table 5.3 in the main report).
Furthermore, on average just under one-third o teachers across TALIS countries
worked in schools that had not been subject to an external evaluation in the previous
ve years. An average o one-th worked in schools that had not conducted a sel-
evaluation (Table 5.1 in the main report).
In schools that are not evaluated, teachers are less likely to benet rom appraisal or
eedback. In Korea, or example, a teacher in a school that has not been evaluated is
more than twice as likely not to receive appraisal or eedback as one in a school that
has been evaluated. This suggests that where school evaluation takes place, appraisal
and eedback or individual teachers is encouraged.
h c c c?
As shown in Figure 5, on average across TALIS countries, three-quarters o teachers report
that they would receive no recognition or increasing the quality o their work. A similar
proportion report that they would receive no recognition for being more innovative
in their teaching. In addition, only around one hal o teachers across TALIS countries
reported that their school principal used effective methods to determine teachers
perormance (Table 5.9 in the main report). This says little or a number o countries
eorts to promote schools as centres o learning which oster continual improvement.
Three-quarters o teachers reported that, in their school, the most eective teachers do
not receive the most recognition and that their school principal does not take steps to
alter the monetary rewards o a persistently underperorming teacher (Table 5.9 in themain report). A similar proportion reported that, in their school, teachers would not
be dismissed because o sustained poor perormance.
The ndings suggest that there are substantial opportunities or strengthening in
most cases creating links between teacher appraisal and eedback and the rewards
and recognition teachers receive.
School evaluations and teacher appraisal and eedback have little nancial impact. On
average across TALIS countries, only around 10% o teachers appraisal and eedback is
linked to any kind o monetary reward and or only 16% is it linked to career advancement
(Table 5.5 in the main report). In addition, school evaluations are linked to the remuneration
o only one-quarter o teachers and less than our teachers in ten work in schools whereschool evaluations are linked to the school budget (Table 5.2 in the main report).
and see this ashaving an impact on
their teaching skills
especially whereit is supported with
eective schoolevaluation.
But the ramework orevaluating education
in schools is weak in anumber o areas and
countries...
...and teachersappraisal and eedback
depends on a robustculture o school
evaluation.
Teachers do notreceive recognition or
eective teaching...
most teachers work inschools that do not reward
eective teachers and donot dismiss poor perorming
teachers...
and eedback tends tohave limited impact on
material reward systems orcareer advancement...
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Figure 5
Perception of teachers of appraisal and feedback and its impact in their school (2007-08)
Malaysia
Bulgaria
Poland
Italy
Slovak Republic
Hungary
Mexico
Slovenia
Turkey
Lithuania
TALIS Average
Estonia
Brazil
Portugal
Iceland
Malta
Austria
Korea
Spain
Denmark
Australia
Ireland
Norway
Belgium (Fl.)
Malaysia
Bulgaria
Poland
Italy
Slovak Republic
Hungary
Mexico
Slovenia
Turkey
Lithuania
TALIS Average
Estonia
Brazil
Portugal
Iceland
Malta
Austria
Korea
Spain
Denmark
Australia
Ireland
Norway
Belgium (Fl.)
Countries are ranked in descending order of percentage of teachers reporting to receive increased monetary or non-monetary rewardsfor an improvement in the quality of their teaching.
Source: OECD, TALIS Database.
Teachers who would receive increasedmonetary or non-monetary rewards if theyare more innovative in their teaching
Teachers who would receive increasedmonetary or non-monetary rewards if theyimprove the quality of their teaching
Teachers will be dismissed because of sustainedpoor performance in their school
Teachers whose school principal takes stepsto alter the monetary rewards of a persistently
underperforming teacher
%20406080100 0 20 40 60 80 100%
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
shaPing the develoPment o teaChers through eeCtive
sChool leadershiP
School leadership plays a vital role in teachers working lives and on
their effectiveness. A revolution in the model of school leadership inrecent years has seen a substantial shift from a largely bureaucratic
administration to a paradigm of leadership for learning with the
school principal as instructional leader. TALIS is the first internationalsurvey to address in detail the management behaviour and style of
school principals in secondary schools and to look at the presence of
new trends in school leadership and their impact on teachers.
h p ?
TALIS looked at ve aspects o management behaviour: management o school
goals, actions to improve teachers instruction, direct supervision o teachers,
accountability to internal and external stakeholders, and management o rules and
procedures. For each, the results show variation in practice across countries. The
results are summarised by describing the two styles o leadership: instructional
and administrative. Instructional leadership is characterised by actions to support
or improve teachers instruction and to set the schools goals and curriculum
development. Administrative leadership is characterised by actions to manage the
accountability to stakeholders and setting and managing administrative procedures.These are not mutually exclusive, and elements o both are needed or eective
school leadership (Table 6.3 in the main report).
Instructional leadership is used to very dierent degrees in dierent countries. In
a number o TALIS countries, it is present to a considerable degree (particularly
in Brazil, Poland and Slovenia) although, in the same countries, administrative
leadership is also visible. Countries where administrative leadership is particularly
evident are Bulgaria and Malaysia, whereas the opposite is true most notably in
Denmark. Overall, school principals who are strong instructional leaders are more
likely to be strong administrative leaders as well. This contradicts the notion that these
are alternative styles.
h c p p c?
In around one-third o countries (Belgium (Fl.), Estonia, Hungary, Malaysia, Norway,
Poland, Spain and Turkey), emale school principals were more likely than their
male counterparts to adopt a stronger instructional leadership style (Table 6.12 in the
main report). In some, they are more likely to show administrative leadership when
they hold constructivist belies about instruction. Otherwise, TALIS ound no link
between management styles and the proessional or demographic characteristics o
school principals.
In several countries (Belgium (Fl.), Bulgaria, Estonia, Korea, Mexico, Norway, Portugaland Turkey), school principals tend to be stronger as instructional leaders where
Instructionalleadership oten
goes hand in handwith administrative
leadership.
There are ew consistentpatterns between managementstyles and the proessional and
demographic characteristics oschool principals.
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ExEcutivE summary
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
innovative teaching practices are considered important in school evaluations. But no
general pattern associating characteristics o schools with leadership styles emerges.
A schools leadership style has no pronounced relation to teachers belies about teaching,
to their teaching practices or to classroom climate (Tables 6.4 and 6.5 in the main report).
However, where positive associations are ound they are more likely to be with the greater
use o instructional leadership. For example, in Hungary, Iceland, Lithuania, Malaysia,
Mexico, Norway and Poland instructional leadership is associated with greater teacher
co-operation (Table 6.6 in the main report) and in Denmark, Hungary, Iceland, Malta,Mexico and Portugal with better teacher-student relations (Table 6.7 in the main report).
Figure 6
School principals according to their management styles (2007-08)
Bulgaria
Score on instructional leadership scale
Score on administrative leadership scale
Countries in gray have a higher than average principal involvement in decision making, while countries in blue have a lower than averageinvolvement.
Source: OECD, TALIS Database.
Lower score in InstructionalLeadership and Higher scorein Administrative Leadership
Higher score in InstructionalLeadership and Higher scorein Administrative Leadership
Lower score in InstructionalLeadership and Lower score inAdministrative Leadership
Higher score in InstructionalLeadership and Lower score in
Administrative Leadership
Turkey
Mexico
Italy
Brazil
Slovenia
Poland
Hungary
Malta
Slovak Republic
Lithuania
KoreaBelgium (Fl.)
Australia
IcelandEstonia
Denmark
Spain
Portugal
Austria
Ireland
Norway
Malaysia
TALISa
verage
TALISa
verage
2.0
1.6
1.2
0.8
0.4
0
-0.4
-0.8
-1.2
-1.6
-2.0
-2.0 -1.6 -1.2 -0.8 -0.4 0 0.4 0.8 1.2 1.6 2.0
1 2 http://dx.doi.org/10.1787/608025205225
Some countries showpositive beneftso instructionalleadership
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ExEcutivE summary
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
In more than hal o the TALIS countries there is a greater chance o teacher appraisal
recognising the participation in proessional development by teachers in schools where
strong instructional leadership is present (Table 6.9 in the main report). In most countries,
school principals in such schools are also more likely to use further professional
development to address teachers weaknesses identied in appraisals. However, there
is no discernible relation between leadership style and the overall amount o teachers
proessional development, nor does it appear to infuence whether teachers think that
they have received an adequate amount o proessional development.
...which oten relates tothe ways in which teachers
are appraised, and thelink between appraisal andproessional development.
15. Below o n fnd een bo o ngeen o h hool. Plee nde he eqen o hee
e nd beho n h hool dng he en hool e.
Please mark one choice in each row.
Never Seldom Quite oten Very oten
a) I make sure that the proessional development activities oteachers are in accordance with the teaching goals o theschool.
o1 o2 o3 o4
b) I ensure that teachers work according to the schoolseducational goals.
o1 o2 o3 o4
c) I observe instruction in classrooms. o1 o2 o3 o4
d) I use student perormance results to develop the schoolseducational goals.
o1 o2 o3 o4
e) I give teachers suggestions as to how they can improve theirteaching. o1 o2 o3 o4
) I monitor students work. o1 o2 o3 o4
g) When a teacher has problems in his/her classroom, I take theinitiative to discuss matters.
o1 o2 o3 o4
h) I inorm teachers about possibilities or updating theirknowledge and skills.
o1 o2 o3 o4
i) I check to see whether classroom activities are in keeping withour educational goals.
o1 o2 o3 o4
j) I take exam results into account in decisions regardingcurriculum development.
o1 o2 o3 o4
k) I ensure that there is clarity concerning the responsibility orcoordinating the curriculum.
o1 o2 o3 o4
l) When a teacher brings up a classroom problem, we solve theproblem together.
o1 o2 o3 o4
m) I pay attention to disruptive behaviour in classrooms. o1 o2
o1 o2 o3
Illustrative TALIS question 3
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ExEcutivE summary
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
a Proile o lower seCondary teaChers and their
sChools
TALIS establishes a profile of lower secondary teachers and their schools
in order to contextualise its findings.
In every TALIS country, most teachers are emale: almost 70%, on average, rising
to 80-85% in Bulgaria, Estonia, Lithuania, the Slovak Republic and Slovenia. Two
concerns about this imbalance are the potential lack o role models or disengaged
boys and a possible eect on teaching shortages i men do not consider teaching
careers. Mexico, Spain and Turkey are more balanced, with over 40% o male
teachers (Table 2.1 in the main report).
On the other hand, only 45% o school principals across countries are emale, suggesting a
glass ceiling or promotion possibilities within schools (Table 2.1 in the main report).
The age prole o teachers varies considerably across countries but the workorce is
ageing in many. In most cases, the majority o teachers are over 40. On average across
TALIS countries, the percentage o teachers over 50 is nearly double the percentage
o teachers under 30. On average, 27% are over 50 (and 40% or more in Austria
and Norway and over 50% in Italy) and only 15% are under 30 (but 33% in Malta
and 44% in Turkey) (Table 2.1 in the main report). Many countries will soon need to
replace a large number o retiring teachers.
Teaching is a relatively stable proession with high job security. Across TALIS countries
some 85% o teachers are on permanent contracts. Nearly two-thirds have taught
or more than ten years, and in Austria and Italy the majority have over 20 years o
service (Table 2.3 in the main report).
However, some teachers, particularly those rst entering the proession, ace the
uncertainty and challenge o a xed-term contract usually o a year or less. In
Brazil, Iceland, Ireland and Portugal, at least one teacher in our is on a xed-term
contract (Table 2.3 in the main report). For many, these are requirements that must be
successully ullled beore being granted a permanent contract. Policy makers need
to balance the advantages o supporting an experienced, long-serving teaching orce
against the need or dynamism and new blood.
Three-quarters o teachers are in schools whose principals have little say over their pay.
On the other hand, the great majority teach in schools with wide autonomy in other areas:
around two-thirds teach in schools with considerable responsibility or hiring and ring,
three-quarters in schools which ormulate the school budget, and 95% in schools which
establish their disciplinary procedures (Table 2.7 in the main report). School autonomy is
an important actor in allowing school leaders to address the issues raised in this report,
and devolution o responsibilities can make schools better placed to do so.
TALIS asked school principals about three aspects o teacher stang levels: class sizes,
the ratio o teachers to administrative/managerial sta, and the ratio o teachers to thenumber o pedagogical support personnel. The widest variation was in the last o these.
Teachers in lowersecondary schools aremostly emale...
...and the workorceis ageing.
Most teachers arelong-serving and onpermanent contracts.
Schools haveautonomy over manythings, but generallynot teachers pay.
Patterns o class size
and support rom othersta vary.
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ExEcutivE summary
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
At one end o the spectrum, Iceland has one pedagogical support sta or every six
teachers, while Austria, Belgium (Fl.), Italy and Turkey have ewer than one or every
20 teachers. In certain countries there appears to be some trade-o between dierent
aspects o resources. For example Mexicos high average class sizes are compensated
by relatively more pedagogical support, while the reverse is true in Austria. However,
this is not a general pattern: in a number o countries schools are relatively well or badly
resourced in all these aspects (Table 2.4 in the main report).
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Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
Conclusions
The rst internationally comparative perspective on the conditions o teaching and
learning that TALIS provides reveals major challenges or policy makers and or
the teaching proession. More than one teacher in three works in a school whose
principal thinks that the school suers rom a shortage o qualied teachers. The
lack o adequate equipment and instructional support are other barriers hindering
eective instruction. Added to this are, in some countries, negative aspects o teacher
behaviour such as absenteeism or lack o pedagogical preparation. Teachers reports ounmet demand or proessional development, particularly in areas relating to catering
or increasingly heterogeneous learning groups, the eective use o inormation and
communication tools and student behaviour, signal that teachers themselves oten
do not eel suciently prepared to meet the challenges which they ace. That is
underscored by the act that one in our teachers report losing at least 30% o learning
time because o disruptive student behaviour or administrative tasks.
However, TALIS also provides many encouraging insights. Not only do the positive
outcomes in some countries signal or others that the challenges can be successully
addressed, but there are patterns that suggest that teachers are embracing the
challenges and actively seeking to advance their proession.
TALIS highlights better and more targeted proessional development as one avenue
towards improvement. It shows that teachers who participate in qualication courses
commit considerable time and money to these courses, which they think are eective.
At the same time, relatively ew teachers participate in this type o activity and those
who do oten eel rustrated by the lack o sucient time to devote to them. This
suggests a need to review the amount o time and money made available to teachers
or such courses. Another issue is the broader phenomenon o high unmet need, which
42% o teachers associate with a lack o suitable proessional development on oer.
This indicates that a sound assessment o provision and support against development
needs should be a priority in many countries. The act that a sizeable proportion oteachers are underwriting the ull cost or their proessional development is evidence
that many teachers are willing to contribute their share to advancing their career and
proession, though ability to pay needs also to be considered. TALIS also shows that
there is generally much greater scope or teachers to learn rom other teachers, with
teachers reporting relatively inrequent collaboration o the teaching orce within the
school beyond a mere exchange o inormation. Improving this will require adequate
instructional leadership as well as eective human resource development policies in
schools.
The generally positive reception by teachers o the appraisal and eedback on their
work provides another indication o the willingness o the proession to move orward.The act that the more eedback teachers receive on their work, the more they trust in
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COnClusiOns
2
Creating Eective Teaching and Learning Environments: First Results rom TALIS Executive Summary OECD 2009
their abilities to address teaching challenges suggests this to be another lever to raise
learning outcomes. TALIS suggests that, in many countries, the onus is now on public
policy to develop a more eective and supportive evaluation culture or schools and to
ensure that the quality o the work o teachers is adequately recognised and rewarded.
The close associations between actors such as a positive school climate, teaching belies,
co-operation between teachers, teacher job satisaction, proessional development,
and the adoption o a range o teaching techniques are other indications that public
policy can actively shape the conditions or eective learning. At the same time, the act
that much o the variation in these relationships lies in dierences among individual
teachers rather than among schools or countries underlines the need or individualised
and targeted interventions or teachers rather than just whole-school or system-wide
interventions that have traditionally dominated education policy.
The challenges or education systems are likely to intensiy. Addressing them willrequire the creation o knowledge-rich evidence-based education systems, in which
school leaders and teachers act as a proessional community and have the authority to
act, the necessary inormation to do so wisely, and access to eective support systems
to assist them in implementing change. However, the results rom TALIS suggest that,
in many countries, education is still ar rom becoming a knowledge industry in the
sense that its own practicesare being transormed by knowledge about the ecacy o
its own practices. In many other elds, people enter their proessional lives expecting
their practice to be transormed by research, but the patterns o participation in
proessional development and in the evaluation o teachers and their practices hint
that this is not yet the case in education. However, the generally positive perceptions
that teachers report about the appraisal and eedback they receive and the evidence
o proessional engagement to seek improvement that can be ound in TALIS, are
encouraging signs that education can become such a knowledge-rich proession.
The OECD will continue to develop instruments like TALIS to monitor how eectively
countries rise to the challenges.
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Ognon o Eono co-opeon nd Deelopen
2, rue Andr-Pascal
75775 Paris Cedex 16
France
Printed in France
Design: fk Tam
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Creating Effective Teaching and LearningEnvironments: First Results from TALIS
ExEcutivE summary
th pblon he f epo o he OEcD tehng nd Lenng inenonl se (taLis). i podeqne, pol-elen noon on he ehng nd lenng enonen n hool n 23 onend h o on lowe eond edon.
shool eeene eeh onenl how h he ql o he lenng enonen he opon pol-lleble o o poe den lenng nd den ooe. in eognon o h,taLis eploe ke pole nd pe h hpe he lenng enonen.
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ewded nd how well he poeonl deelopen need o ehe e beng ddeed.
Pehp he o nnoe pe o taLis he ngh pode on he ehng bele h ehe bngo he loo nd he pedgogl pe h he dop. taLis nno ee whh pe o belee o eee b doe how how hee oe wh oe o he ondon h e pe-eqe oeee hoolng.