Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills

Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills

TALIS in brief Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools representing more than 4 million teachers in 34 countries 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

Mean mathematics performance, by school location, after 3 TALIS seeks accounting to help for socio-economic with status Improve the societal view of teaching as a profession Recruit top candidates into the profession Developing Teaching as a profession Retain and recognise effective teachers path for growth Support teachers in continued development of practice

Overview of TALIS The Learning Environment: Characteristics of Teachers and Schools Improving Teaching Using Appraisal and Feedback The Importance of School Leadership Examining Teacher Practices and Classroom Environment Developing and Supporting Teachers Teacher Self-Efficacy and Job Satisfaction: Why they Matter

TALIS includes measures of: Induction Formal Informal General/administrative introduction Mentoring Acting as mentor Receiving mentorship Continuous professional development Participation Types/format/content Perceived impact Support provided Perceived needs Perceived barriers

Availability of formal induction programmes 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% For all new teachers to the school Only for teachers new to teaching

Iceland Finland Serbia Japan Slovak Republic Netherlands Norway Alberta (Canada) Flanders (Belgium) Australia United States Croatia Korea Average Chile Israel Malaysia England (United Kingdom) Romania Czech Republic Singapore 教育监测与评估国际研讨会 Not everywhere where induction programmes are accessible do teachers use them % 100 90 80 70 60 50 40 30 20 10 0 Access Participation Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the following reported access to formal induction programmes, and their reported participation in such programmes

Chile Mexico Abu Dhabi (United Brazil Slovak Republic Romania Czech Republic Spain Israel Poland Estonia Croatia Iceland Portugal Finland Flanders (Belgium) Japan Denmark Latvia Korea Italy Sweden Bulgaria Netherlands Serbia France Odds ratios 教育监测与评估国际研讨会 From induction to continuing professional development: Predicted effect of formal induction programme participation on professional development participation 3,0 2,5 2,0 1,5 1,0 0,5 0,0 Probability of participation in three or more professional development activities for lower secondary education teachers who report having participated in a formal induction programme versus teachers who report not having participated in such programmes

Percentage of teachers working in schools where the principal reports that mentoring programmes are available for all teachers in the school 教育监测与评估国际研讨会 Not everywhere where principals say mentoring is available do teachers have mentors 80 70 60 Netherlands Brazil Abu Dhabi (UAE) 50 40 30 20 10 0 Romania Slovak Republic Bulgaria Iceland Alberta (Canada) Korea Czech Republic Average Latvia Mexico Poland Portugal United States Estonia Spain Croatia Chile Norway Israel Finland Flanders (Belgium) Denmark Sweden France Italy Serbia England (United Kingdom) Australia Malaysia Japan Singapore 0 10 20 30 40 50 60 70 80 Percentage of teachers who report presently having an assigned mentor to support them

Professional development recently underken by teachers Percentage of teachers who participated in the following professional development activities in the 12 months prior to the survey Average number of days of participation among those who participated Courses/workshops 71% 8 Education conferences or seminars where teachers and/or researchers present their research results and discuss educational issues 44% 4 Observation visits to other schools 19% 3 In-service training courses in business premises, public organisations or non-governmental organisations Observation visits to business premises, public organisations or non-governmental organisations 14% 13% 7 3 Participation in a network of teachers formed specifically for the professional development of teachers Individual or collaborative research on a topic of interest to the teacher Mentoring and/or peer observation and coaching, as part of a formal school arrangement 31% 29% 37% Qualification programme (e.g., a degree programme) 18%

Participation in professional development

Teachers needs for professional development France Average Teaching students with special needs ICT skills for teaching New technologies in the workplace Student behaviour and classroom management Teaching in a multicultural or multilingual setting Approaches to individualised learning Student career guidance and counselling Student evaluation and assessment practice Teaching cross-curricular skills Developing competencies for future work Pedagogical competencies School management and administration Knowledge of the subject field(s) Knowledge of the curriculum 0 10 20 30 40 Percentage of lower secondary teachers indicating they have a high level of need for professional development in these areas

Teachers face important barriers to further engagement in such learning

Barriers to professional development France Average Professional development conflicts with my work schedule There are no incentives for participating in such activities Professional development is too expensive/unaffordable There is no relevant professional development offered Lack of time due to family responsibilities There is a lack of employer support Do not have the pre-requisites (e.g., qualifications, experience, seniority) 0 20 40 60 80 100 Percentage of lower secondary teachers who "agree" or "strongly agree" that these elements represent barriers to their participation in professional development activities

Percentage of teachers who had to pay for none of the professional development activities undertaken 教育监测与评估国际研讨会 Professional development and level of support 100 90 Sweden Denmark Flanders (Belgium) England (United Kingdom) Singapore 80 70 60 50 40 Chile Italy Slovak Republic France Finland Bulgaria Czech Republic Japan Spain Norway Netherlands Australia United States Croatia Latvia Estonia Average Abu Dhabi (United Arab Emirates) Iceland Poland Brazil Mexico Alberta (Canada) Serbia Malaysia Israel Portugal 30 Romania Korea 20 10 0 70 75 80 85 90 95 100 Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey

Perceived impact of professional development Regardless of the content, over 3/4 of teachers report that the professional development in which they have participated has had a positive impact on their teaching.

TALIS is a partnership between OECD an international research consortium Governments in 34 countries Teachers unions European Commission

Find out more about TALIS at www.oecd.org/talis Thank you! All national and international publications The complete micro-level database Email: Julie.Belanger@oecd.org