teachers’ professional growth: a collaborative ambition dirk van damme head of the innovation and...
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TEACHERS’ PROFESSIONAL GROWTH: A COLLABORATIVE
AMBITION
Dirk Van Damme
Head of the Innovation and Measuring Progress division - OECD/EDU
Education International Research Network meeting, Brussels – 11 April 2013
Context and agency in teaching practices
Structuring practices Student-oriented practices Enhanced activities 0
10
20
30
40
50
60
70
80
90
100
Distribution of total variance across the three levels of analysis for teach-ing practices (2007-08)
Teacher level School level Country level
Source: OECD, TALIS Database.
%
context
agency
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
In 20 out of 23 TALIS 2008 countries
teacher profiles were separated on this item
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
In 20 out of 23 TALIS 2008 countries
teacher profiles were separated on this item
In half of the TALIS 2008 countries
teacher profiles were also separated on this
item
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
In 20 out of 23 TALIS 2008 countries
teacher profiles were separated on this item
In half of the TALIS 2008 countries
teacher profiles were also separated on this
item
In some of the TALIS 2008 countries
teacher profiles were also separated on this
item
In some of the TALIS 2008 countries
teacher profiles were also separated on this
item
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
In 20 out of 23 TALIS 2008 countries
teacher profiles were separated on this item
In half of the TALIS 2008 countries
teacher profiles were also separated on this
itemIn one of the TALIS
2008 countries teacher profiles were also separated on this
item
In one of the TALIS 2008 countries
teacher profiles were also separated on this
item
• Five central features of professional learning communities– Cooperation
• Exchange• Teach jointly
– Shared vision– A focus on learning– Reflective inquiry– De-privatisation of practice
Features of professional communities
In 20 out of 23 TALIS 2008 countries
teacher profiles were separated on this item
In half of the TALIS 2008 countries
teacher profiles were also separated on this
item
In some of the TALIS 2008 countries
teacher profiles were also separated on this
item
• Ideally, a professional community exists only if all 5 features are realized
• It makes a lot of sense to see ‘joint teaching’ as the most critical (advanced?) feature of teacher professionalism– Teacher profiles discriminate most on this
item, in most of the TALIS countries– Instead of looking at the overall
distribution, it is better to compare differences in factor scores between teacher profiles across countries
Features of professional communities
Country examples: Group 1Austria, Belgium (Fl.), Bulgaria, Estonia, Hungary, Iceland, Italy, Norway, Poland, and Turkey
Shared vision Focus on student learning
Reflection De-privatisation of practice
Collaborative ac-tivities - exchange
Collaborative ac-tivities - teach
jointly
1.000
2.000
3.000
4.000
5.000
6.000
Belgium (Fl.)
Belgium (Fl.) profile A: 80% of teachers in Belgium (Fl.)
Belgium (Fl.) profile B: 13% of teachers in Belgium (Fl.)
Belgium (Fl.) profile C: 8% of teachers in Belgium (Fl.)
Professional learning community
Me
an
fact
or
sco
re
Country examples: Group 2Ireland, Malta, Mexico, and Spain
Shared vision Focus on student learning
Reflection De-privatisation of practice
Collaborative ac-tivities - exchange
Collaborative ac-tivities - teach
jointly
1.000
2.000
3.000
4.000
5.000
6.000
Ireland
Ireland profile A: 78% of teachers in Ireland
Ireland profile B: 17% of teachers in Ireland
Ireland profile C: 5% of teachers in Ireland
Professional learning community
Me
an
fact
or
sco
re
Country examples: Group 3Australia, Brazil, and Denmark
Shared vision Focus on student learning
Reflection De-privatisation of practice
Collaborative ac-tivities - exchange
Collaborative ac-tivities - teach
jointly
1.000
2.000
3.000
4.000
5.000
6.000
Denmark
Denmark profile A: 12% of teachers in Denmark Denmark profile B: 60% of teachers in Denmark
Denmark profile C: 16% of teachers in Denmark Denmark profile D: 12% of teachers in Denmark
Professional learning community
Me
an
fact
or
sco
re
Country examples: Exception Korea
Shared vision Focus on student learning
Reflection De-privatisation of practice
Collaborative ac-tivities - exchange
Collaborative ac-tivities - teach
jointly
1.000
2.000
3.000
4.000
5.000
6.000
Korea
Korea profile A: 14% of teachers in Korea Korea profile B: 16% of teachers in Korea
Korea profile C: 38% of teachers in Korea Korea profile D: 31% of teachers in Korea
Professional learning community
Me
an
fact
or
sco
re
• Teachers who participate more in collaborative practice are more ‘professional’– Use more diverse teaching practices– Report higher levels of self-efficacy– Receive more feedback and appraisal,
more specifically for innovative teaching– Report being more involved in PD outside
school, especially PD which is in itself collaborative
– Report being more engaged in mentoring
Collaborative practice is the heart of teacher professionalism
Results of multinomial multilevel regression predicting teacher membership in profiles of participation in professional learning communities – overview over teacher level effects in all countries
Teacher level AUS AUT BFL BRA BGR DNK EST HUN ISL IRL ITA KORGender + - + -- ++ + - -- -Level of education --- - + -Subject taught in target class: mathematics +++ + + -Subject taught in target class: reading +++ - -- ++Subject taught in target class: other + + ++ + +Teaching experience + + +Participating in co-operative learning arrangements for PD ++ +++ + +++ ++ +++ ++ + ++ ++ ++ -+Attending PD workshops and seminars + ++ ++ ++ ++ +Receiving feedback and appraisal for innovative teaching + +++ + +++ + +++ ++ + ++ + ++ +++Constructivist beliefs about the nature of teaching and learning -Teacher self-efficacy ++ +++ ++ +++ + ++ ++ ++ ++ + ++
Teacher level LTU MYS MLT MEX NOR POL PRT SVK SVN ESP TURGender ++ - - - ++ - ++ - +-Level of education -Subject taught in target class: mathematics + +++Subject taught in target class: reading + ++Subject taught in target class: other - + + -- --- ++Teaching experience -- -- - - + - ++Participating in co-operative learning arrangements for PD +++ +++ + ++ + ++ ++ + +++ + +++Attending PD workshops and seminars ++ ++ ++ + ++ +++ +Receiving feedback and appraisal for innovative teaching +++ + + ++ +++ + ++ +++ ++ +++Constructivist beliefs about the nature of teaching and learning + +Teacher self-efficacy + ++ ++ + + + + + +++
Results of multinomial multilevel regression predicting teacher membership in profiles of participation in professional learning communities – overview over teacher level effects in all countries
Teacher level AUS AUT BFL BRA BGR DNK EST HUN ISL IRL ITA KORGender + - + -- ++ + - -- -Level of education --- - + -Subject taught in target class: mathematics +++ + + -Subject taught in target class: reading +++ - -- ++Subject taught in target class: other + + ++ + +Teaching experience + + +Participating in co-operative learning arrangements for PD ++ +++ + +++ ++ +++ ++ + ++ ++ ++ -+Attending PD workshops and seminars + ++ ++ ++ ++ +Receiving feedback and appraisal for innovative teaching + +++ + +++ + +++ ++ + ++ + ++ +++Constructivist beliefs about the nature of teaching and learning -Teacher self-efficacy ++ +++ ++ +++ + ++ ++ ++ ++ + ++
Teacher level LTU MYS MLT MEX NOR POL PRT SVK SVN ESP TURGender ++ - - - ++ - ++ - +-Level of education -Subject taught in target class: mathematics + +++Subject taught in target class: reading + ++Subject taught in target class: other - + + -- --- ++Teaching experience -- -- - - + - ++Participating in co-operative learning arrangements for PD +++ +++ + ++ + ++ ++ + +++ + +++Attending PD workshops and seminars ++ ++ ++ + ++ +++ +Receiving feedback and appraisal for innovative teaching +++ + + ++ +++ + ++ +++ ++ +++Constructivist beliefs about the nature of teaching and learning + +Teacher self-efficacy + ++ ++ + + + + + +++
Participation in collaborative
practice is not associated with
constructivist beliefs
Results of multinomial multilevel regression predicting teacher membership in profiles of participation in professional learning communities – overview over school level effects in all countries
School level AUS AUT BFL BRA BGR DNK EST HUN ISL IRL ITA KOR
Educational level of the student’s parents - - -- + --- - -School size +++ + +++ +Average hours of work ++ + +++School autonomy in curriculum --- - + ++School autonomy in hiring teachers and determining salaries + -- +Administrative leadership style ++ + -Instructional leadership style + - + -Percent of teachers reporting feedback and appraisal for innovative teaching + + +++
School level LTU MYS MLT MEX NOR POL PRT SVK SVN ESP TUR
Educational level of the student’s parents + + +School size ++ - - - +++ +Average hours of work + + ++School autonomy in curriculum -School autonomy in hiring teachers and determining salaries --Administrative leadership style ++ + - -Instructional leadership style - ++ + +Percent of teachers reporting feedback and appraisal for innovative teaching + +
Relationship between teachers' professional development activities and teacher cooperation (2007-08)Net effects of professional development on teacher cooperation (standardised beta coefficients), controlling for teacher gender, experience, level of education and subject taught in the target class
Days of PD taken by the
teacher
Participation workshops/
courses
Participation in networks
Participation in mentoring
activities
Days of PD taken by the
teacher
Participation workshops/
courses
Participation in networks
Participation in mentoring
activities
Australia 0.06 0.24 0.19 0.33 0.09 0.28 0.49
Austria 0.07 0.13 0.38 0.09 0.18 0.44
Belgium (Fl.) 0.05 0.21 0.21 0.29 0.07 0.20 0.28 0.41
Brazil 0.05 0.25 0.43 0.06 0.23 0.11 0.49
Bulgaria 0.31 0.34 0.07 0.15 0.38 0.43
Denmark 0.11 0.27 0.30 0.11 0.30 0.35
Estonia 0.07 0.31 0.33 0.38 0.09 0.36 0.37 0.45
Hungary 0.10 0.27 0.30 0.21 0.10 0.24 0.31 0.33
Iceland 0.08 0.22 0.40 0.39 0.08 0.28 0.42 0.42
Ireland 0.18 0.21 0.41 0.05 0.22 0.27 0.45
Italy 0.30 0.24 0.25 0.43 0.31 0.31
Korea 0.07 0.19 0.40 0.08 0.11 0.28 0.43
Lithuania 0.08 0.69 0.34 0.35 0.10 0.64 0.38 0.40
Malaysia 0.07 0.15 0.34 0.23 0.05 0.35 0.42
Malta 0.26 0.32 0.28 0.50
Mexico 0.53 0.31 0.39 0.37 0.36 0.38
Norway 0.18 0.20 0.34 0.16 0.20 0.43
Poland 0.42 0.41 0.26 0.05 0.45 0.38 0.31
Portugal 0.28 0.34 0.24 0.31 0.43 0.30
Slovak Rep 0.09 0.16 0.39 0.09 0.12 0.23 0.44
Slovenia 0.05 0.18 0.25 0.07 0.15 0.19 0.37
Spain 0.38 0.11 0.26 0.29 0.19 0.36
Turkey 0.12 0.28 0.35 0.12 0.28 0.40
Exchange and co-ordination for teaching Professional collaborationDependent on: Dependent on:
Distribution of variance for collaborative practice
Exchange and coordination for teaching Professional collaboration0
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Distribution of total variance across the three levels of analysis for co-operation among staff (2007-08)
Teacher level School level Country level
Source: OECD, TALIS Database.
%
context
agency
• Professional collaboration – especially in its strongest form of teaching jointly – and de-privatisation of teaching are the most critical – and contested – dimensions of teacher professionalism
• Belonging to teacher profiles which score highly on professional collaboration is associated with specific forms of professional development which are also collaborative, not individual
• Yet, schools do not yet function as learning organisations supporting the development of professional communities. School-level factors do not seem to matter a lot.
Analysis
• Teacher professionalism is characterised by collaborative practice and constructed by collective action.
• A teacher profession is best defined as a learning community.
• Practices which reduce individual autonomy in exchange of professional collaboration are also the most difficult to realise.
• To realise them more ‘agency’ is needed to ‘beat’ the context.
• But they are also associated with higher self-efficacy.
Interpretation
• Overcoming an individual definition of teacher quality is perhaps the most critical step in– The professional growth of teachers– The development of the profession.
• Professional growth can only be realised through collaborative practice and collective action
Speculation
