Teaching information literacy- for the benefit of the future profession and lifelong learning?
The future of the Teaching Profession
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Transcript of The future of the Teaching Profession
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
and*
Italy
Aust
ralia
Irela
nd*
Denm
ark*
Aust
riaBu
lgar
iaTu
rkey
*M
exic
o
Belg
ium
(Fl.)
*Li
thua
nia
Mal
aysia
*
TALI
S av
erag
e*Sl
oven
iaM
alta
*Po
rtug
alBr
azil
Pola
nd*
Slov
ak R
epub
lic*
Esto
nia*
Hun
gary
Spai
nKo
rea*
-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
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Impa
ct
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tion
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tion
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cipa
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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
enKo
rea
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
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Summary – Classroom Teaching Practices
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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
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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!
www.oecd.org/TALISwww.pisa.oecd.org
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