talis 2013 results - udir · 2015-06-23 · talis 2013 results: an international perspective on...
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TALIS 2013 Results:An international perspective on teaching and learning
The Norwegian teacher: A special case?
Julie BélangerAnalyst, OECD
Oslo 17.11.2014
Developing Teaching as a profession
Recruit top candidates into the profession
Support teachers in continued
development of practice
Retain and recognise effective teachers –path for growth
Improve the societal view of teaching as a profession
Mean mathematics performance, by school location, after accounting for socio-economic status22 TALIS seeks to help with …
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.333 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working conditions and learning environments in their schools…
…responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools
4 Outputs
0
10
20
30
40
50
60
70
80
90
100M
alay
sia
Sin
gapo
re
Kor
ea
Abu
Dha
bi (U
AE
)
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
ders
(Bel
gium
)
Net
herla
nds
Aus
tralia
Eng
land
(UK
)
Rom
ania
Isra
el
Uni
ted
Stat
es
Chi
le
Aver
age
Nor
way
Japa
n
Latv
ia
Ser
bia
Bul
garia
Den
mar
k
Pola
nd
Icel
and
Esto
nia
Braz
il
Italy
Cze
ch R
epub
lic
Por
tuga
l
Cro
atia
Spa
in
Sw
eden
Fran
ce
Slo
vak
Rep
ublic
Perc
enta
ge o
f tea
cher
s
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366
Countries where teachers believe their profession is valued show higher levels of student achievement
Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
Australia
Brazil
Bulgaria
Chile
Croatia
Czech RepublicDenmark
Estonia FinlandFrance
IcelandIsrael
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (UK)
Flanders (Belgium)
United States
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Shar
e of
mat
hem
atic
s to
p p
erfo
rmer
s
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49
The Learning Environment:
Characteristics of Teachers and Schools
0
10
20
30
40
50
60
70
80
90
100
Norway - ISCED1 Norway - ISCED2 Norway - ISCED3
Perc
enta
ge
of
teac
her
s
40 years old and more
Below 40 years old
Female teachers
Fewer female teachers as we move up in the ISCED levels8
Latv
ia
Esto
nia
Bul
garia
Italy
Por
tuga
l
Spa
in
Slo
vak
Rep
ublic
Cze
ch R
epub
lic
Japa
n
Pola
nd
Fran
ce
Aus
tralia
Rom
ania
Sw
eden
Kor
ea
Aver
age
Den
mar
k
Isra
el
Mex
ico
Cro
atia
Net
herla
nds
Finl
and
Nor
way
Flan
ders
(Bel
gium
)
Chi
le
Ser
bia
Icel
and
Braz
il
Mal
aysi
a
Alb
erta
(Can
ada)
Abu
Dha
bi (U
AE
)
Eng
land
(UK
)
Sin
gapo
re
0
5
10
15
20
25
30
35
Years
Average years of working experience as a teacher in total Average years of working experience in other education roles
Average years of working experience in other jobs Average years of working experience as a teacher at this school
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.399 Work experience of teachers
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31010 TALIS in Brief
For a majority of TALIS countries,
Few countries attract the most experienced
teachers……to the most challenging
schools.
-10
-8
-6
-4
-2
0
2
4
6
Braz
il
Kor
ea
Cro
atia
Net
herla
nds
Uni
ted
Stat
es
Chi
le
Latv
ia
Mex
ico
Por
tuga
l
Italy
Ser
bia
Fran
ce
Bul
garia
Abu
Dha
bi (U
AE
)
Slo
vak
Rep
ublic
Pola
nd
Mal
aysi
a
Spa
in
Aver
age
Aus
tralia
Sin
gapo
re
Esto
nia
Japa
n
Eng
land
(UK
)
Isra
el
Rom
ania
Alb
erta
(Can
ada)
Sw
eden
Flan
ders
(Bel
gium
)
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111
Distribution of experienced teachers in more and less challenging schools
Schools with more than 30% of students from socioeconomically disadvantaged homesDifference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not
Higher proportion of experienced
teachers in challenging
schools
Higher proportion of experienced
teachersin schools that are less challenging
-10
-8
-6
-4
-2
0
2
4
6
Den
mar
k
Chi
le
Isra
el
Cro
atia
Sw
eden
Alb
erta
(Can
ada)
Por
tuga
l
Italy
Ser
bia
Spa
in
Aus
tralia
Aver
age
Kor
ea
Fran
ce
Net
herla
nds
Finl
and
Eng
land
(UK
)
Esto
nia
Latv
ia
Slo
vak
Rep
ublic
Nor
way
Mex
ico
Cze
ch R
epub
lic
Flan
ders
(Bel
gium
)
Icel
and
Japa
n
Pola
nd
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31212
Distribution of experienced teachers in more and less challenging schools
Schools with more than 10% of students with special needsDifference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not
Higher proportion of experienced
teachers in challenging
schools
Higher proportion of experienced
teachersin schools that are less challenging
Developing and Supporting
Teachers
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31414 Access to formal induction programmes
Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes
0
10
20
30
40
50
60
70
80
90
100S
inga
pore
Eng
land
(UK
)
Mal
aysi
a
Aus
tralia
Flan
ders
(Bel
gium
)
Net
herla
nds
Cro
atia
Japa
n
Uni
ted
Stat
es
Italy
Bul
garia
Alb
erta
(Can
ada)
Ser
bia
Slo
vak
Rep
ublic
Isra
el
Kor
ea
Abu
Dha
bi (U
AE
)
Fran
ce
Aver
age
Sw
eden
Den
mar
k
Cyp
rus2
,3
Nor
way
Icel
and
Finl
and
Rom
ania
Esto
nia
Chi
le
Cze
ch R
epub
lic
Latv
ia
Mex
ico
Braz
il
Spa
in
Pola
nd
Por
tuga
l
Perc
enta
ge o
f tea
cher
s
For all new teachers to the school Only for teachers new to teaching
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
In-service training courses in businesspremises, public organisations, NGOs
Observation visits to other schools
Mentoring and/or peer observation andcoaching, as part of a formal school…
Individual or collaborative research
Participation in a network of teachers
Education conferences or seminars
Courses/workshops
Participation in PD
Norway Average
1515 Participation in professional development
Percentage of lower secondary teachers who report having undertaken professional development activities in the 12 months prior to the survey and the types of activities undertaken
Improving Teaching Using
Appraisal and Feedback
0
10
20
30
40
50
60
70
80
90
100B
ulga
ria
Pola
nd
Uni
ted
Sta
tes
Rom
ania
Alb
erta
(Can
ada)
Cro
atia
Cze
ch R
epub
lic
Abu
Dha
bi (U
AE
)
Flan
ders
(Bel
gium
)
Ser
bia
Slo
vak
Rep
ublic
Japa
n
Isra
el
Aver
age
Sin
gapo
re
Latv
ia
Braz
il
Mex
ico
Mal
aysi
a
Sw
eden
Esto
nia
Eng
land
(UK
)
Nor
way
Finl
and
Por
tuga
l
Den
mar
k
Kor
ea
Chi
le
Italy
Net
herla
nds
Fran
ce
Spa
in
Icel
and
Aus
tralia
Perc
enta
ge o
f tea
cher
s
Principals School Management Other teachers
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31717
Teachers feedback : direct classroom observations
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31818
Teachers feedback : Emphasis of teacher feedback
0
10
20
30
40
50
60
70
80
90
100M
alay
sia
Rom
ania
Eng
land
(UK
)
Latv
ia
Braz
il
Ser
bia
Italy
Slo
vak
Rep
ublic
Por
tuga
l
Sin
gapo
re
Cze
ch R
epub
lic
Cro
atia
Bul
garia
Mex
ico
Pola
nd
Chi
le
Abu
Dha
bi (U
AE
)
Isra
el
Spa
in
Aver
age
Alb
erta
(Can
ada)
Aus
tralia
Esto
nia
Kor
ea
Net
herla
nds
Japa
n
Icel
and
Finl
and
Sw
eden
Flan
ders
(Bel
gium
)
Nor
way
Den
mar
k
Fran
ce
Perc
enta
ge o
f tea
cher
s
Student performance Student feedback 2008 data
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Consequences of feedback and appraisal systems
ntage of lower secondary teachers who "agree" or "strongly agree" that:
teacher is consistently underperforming,
e best performing teachers in this schoolreceive the greatest recognition
eacher appraisal and feedback have littlepact upon the way teachers teach in the
classroom
opment or training plan is established toimprove their work as a teacher
Norway Average2008 data
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Feedback and change in behavior
entage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work
Mot
ivat
ion
Job
satis
fact
ion
e an
d un
ders
tand
ing
n su
bjec
t fie
ld(s
)
Teac
hing
pra
ctic
es
ent a
sses
smen
ts to
ove
stud
ent l
earn
ing
sroo
m m
anag
emen
tpr
actic
es
or te
achi
ng s
tude
nts
spec
ial n
eeds
Pub
lic re
cogn
ition
Job
resp
onsi
bilit
ies
scho
ol d
evel
opm
ent
initi
ativ
es
ount
of p
rofe
ssio
nal
deve
lopm
ent
Like
lihoo
d of
car
eer
adva
ncem
ent
d/or
fina
ncia
l bon
us
Average Norway
Personal Pedagogical Professional
2008 data
Teacher Practices and Classroom
Environment
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Distribution of time in a week
e number of 60-minute hours lower secondary education teachers report having t on the following activities during the most recent complete calendar week:
S h l t
ation with parents or guardians
Other tasks
Extracurricular activities
Student counselling
Team work
General administrative work
Marking/correcting
Individual planning
Teaching
Total working hours
Norway Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3What teachers do beyond teaching
age number of 60-minute hours teachers report spending on the following tasks in an average week
Malaysia
Abu Dhabi (United Arab Emirates)(Belgium)
Israely Malaysia
JapanMalaysia
nd Korea
Finland Malaysia
nland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
tudents use ICT for projects or class work
ve different work to the students who haveficulties learning and/or to those who can…
nts work in small groups to come up with ajoint solution to a problem or task
tudents practice similar tasks until teacherws that every student has understood the…
to a problem from everyday life or work tomonstrate why new knowledge is useful
ck students' exercise books or homework
ent a summary of recently learned content
Norway Average
0
0
0
0
0
0
0
0
0
0
0
ind
ivid
ual
uden
ts
e re
sour
ces
onf
eren
ces
r co
mm
on
rds
m tea
chin
g
ora
tive
PD
nt a
ctiv
itie
s
bse
rvat
ions
Average Norway
Professional collaboration
entage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation
Exchange and co-ordination
Teacher Self-Efficacy and Job
Satisfaction
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3
rcentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
90
91
91
97
95
0 20 40 60 80 100
would recommend mychool as a good place to
oy working at this school
in all, I am satisfied withmy job
Norway Average
Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Behavioral issues equate to lower job satisfaction,
class size doesn’t achers' job satisfaction level following the number of students in the classroom in
relation to the percentage of students with behavioural problems
ss 20 25 30 35
Average Norway
10,0
10,5
11,0
11,5
12,0
12,5
13,0
ne % %
Teac
her j
ob s
atis
fact
ion
(leve
l)
Average Norway
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3The importance of in-school relationships
Positive interpersonal relationships can negate the detrimental
effects that challenging classrooms of students might
have on a teacher’s job satisfaction or feelings of self-efficacy.
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3Key Messages
Teachers play
an important
role in the
development of
the school
Meaningful
appraisals and
feedback are
provided to
teachers
Collaborative
school
environment
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3TALIS partnership
an international research
consortiumOECD
Governmentsin 34 countries
European C i i
Teachers’ unions
THANK YOU FOR LISTENING!
Find out more about TALIS at www.oecd.org/talis
All national and international publicationsThe complete micro-level database
Email:Julie Belanger@oecd org
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3TALIS partnership