Creating Effective Teaching and Learning Environments 1 st results from TALIS Innovation in learning...
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1 1 Creating Effective Teaching and Learning Environments 1 st results from TALIS Innovation in learning environments: Initial findings from TALIS OECD Teaching and Learning International Survey (TALIS) Michael Davidson Senior Analyst Indicators and Analysis Division OECD Directorate for Education
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Transcript of Creating Effective Teaching and Learning Environments 1 st results from TALIS Innovation in learning...
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Innovation in learning environments: Initial findings
from TALIS
OECD Teaching and Learning International Survey (TALIS)
Michael DavidsonSenior Analyst
Indicators and Analysis DivisionOECD Directorate for Education
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What is TALIS? Teachers of lower secondary education and
the principals of their schools
Representative samples
Data collected through questionnaires
24 participating countries Focus:
On-going professional development Teacher appraisal and feedback Teaching practices and beliefs School leadership
AustraliaAustriaBelgium (Fl)BrazilBulgariaDenmarkEstoniaHungaryIcelandIrelandItalyKorea
LithuaniaMaltaMalaysiaMexicoNetherlandsNorwayPolandPortugalSpainSlovak RepublicSloveniaTurkey
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Professional development activities
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Participation rates by type of professional development activity (2007-08)
International averages
Figure 3.4
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Relatively few teachers participate in the kinds of professional development which they find has the
largest impact on their work
Figure
3.15
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Country profiles of cooperation among staff Country mean of ipsative scores
Figure 4.7
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Recognising innovation in appraisal and feedback
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Criteria for teacher evaluationSchool principals who reported that
innovative teaching practices had high importance in teacher appraisals
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Criteria in teacher appraisalsNumber of countries where criteria is of greatest importance; based on school leader reports
Among Top 3 criteria in: Brazil, Slovak Republic, Slovenia
Among Top 5 criteria in: Austria, Bulgaria
Among Bottom 3 in: Denmark, Norway, Spain
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Lack of incentives to innovate in some countries
Teachers who would receive increased rewards if they were more innovative in their teaching
Figure 5.7
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Teacher appraisal and feedback
Innovative teaching is recognised with high priority in some countries but low in others
In rewarding teachers, more needs to be done to recognise and incentivise innovation
Stronger links between school evaluation and teacher evaluation more likely to influence teaching practices
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Classroom teaching practice
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Country profiles of beliefs about the nature of teaching and learning (2007-08)
Country mean of ipsative scores
Figure 4.2
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Country profiles of classroom teaching practices
Country mean of ipsative scores
Figure 4.4
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Teaching beliefs and practices
Teachers in virtually all countries share the same beliefs about how to teach but in general, teaching practices do not follow these beliefs.
A better disciplinary climate is more often found in classrooms where:
Teachers adopt more structuring in their teaching practices
Class sizes are smaller Teachers are more experienced
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School leadership
In a number of countries, where school leaders adopt a stronger pedagogical leadership role:
greater recognition given to teachers for innovative teaching practices
there is more collaboration between teachers better student-teacher relations more emphasis on developmental outcomes of
teacher appraisals.
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What more could we learn? Which teachers take part in innovation-
related professional development activities? Age, gender, employment status….
How does the teacher appraisal system encourage such participation?
Are innovative activities less likely in high stakes environment?
In what circumstances is innovation rewarded?
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Thank you for Thank you for listening!listening!
www.oecd.org/edu/TALISwww.oecd.org/edu/TALIS
