The 2018 OECD Teaching and Learning International Survey (TALIS) results are out!

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The first volume of TALIS 2018 “Teachers and school leaders as lifelong learners” explores the dimensions of professionalism of teachers in schools across 48 countries, with a spotlight on lower secondary education.

The OECD TALIS is the largest international survey giving voice to teachers and school leaders. It targets lower secondary education in 48 countries (including 23 EU countries), with a sample of 200 schools per country. It also covers primary education in 15 countries, and upper secondary education in 11 countries. The purpose is to draw meaningful comparisons over time and across countries with the threefold purpose of supporting decision-makers in developing better policies, helping teaching staff to reflect upon their practice, and informing the future work of researchers.

20 teachers and one principal per school were asked about the learning environments in which they work and several components of professionalism in teaching were analysed, also taking into account the demographic makeup of each school’s population.

The first volume looks at how teachers apply their knowledge and skills in the classroom, including teaching practices, student assessment methods and the perceived degree of openness to innovation.

For instance:

  • 58% of teachers report that they usually give tasks that require students to think critically
  • Only 41% of teachers allow students to evaluate their own progress
  • 78% of teachers also report that they and their colleagues help one another to implement new ideas

While contributing to children’s development and society was a major motivation to join the profession for 90% of teachers, only 61% say that a steady career path was an important part of their decision-making.

From the chapters dedicated to initial teacher education and Continuing Professional Development it emerges that, while generally considered important by novice teachers and school principals, formal or informal options of induction and mentoring are scarcely available on average. If attending in-service training (courses and seminars) is more commonplace, only 44% of teachers participate in peer learning and networking schemes, even though collaborative learning is one of the aspects identified as the most impactful.