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TALIS 2013 Results

AN IN T e R N ATI ON AL Pe RSP eC TI Ve ON Te A CH I NG A ND Le AR N I NG

TEACHING AND LEARNING INTERNATIONAL SURVEY

TALIS 2013 Results

An InTeRnATIonAL PeRSPecTIve

on T e A ch I ng A nd L e A Rn I ng

Note by Turkey: The information in this document with reference to“Cyprus" relates to the southern part of the Island.

T here is no single authority representing both

Turkish and

G reek C ypriot people on the Island. Turke y recognises the

Turkish

R epublic of N orthern C yprus ( TRNC ). Until a lasting and equitable solution is found within the context of the

United

N ations, Turke y shall preserve its position concerning the “ C yprus issue".

Note by all the european Union Member States of the OeCD and the european Union: The Republic of Cyprus is

recognised by all members of the United Nations with the exception of Turkey. The information in this document

relates to the area under the effective control of the G overnment of the R epublic of C yprus. T

he statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities.

T he use ofsuch data by the OeCD is without prejudice to the status of the G olan H eights, e ast Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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Please cite this publication as:

OeCD (2014), TALIS

2013 Results:

A n I nternational Perspective on Teaching and L earning OeCD

Publishing.

ISBN 978-92-64-21133-9 (print)

I S B N

978-92-64-19626-1 (P

D F) TALIS 2013 ReSULTS: AN INTeRNATIONAL PeRSPeCTIVe ON TeACHING AND LeARNING © oecd 20143

Foreword

The skills that students need to contribute effectively to society are in constant change. Yet, our education systems are not

keeping up with the fast pace of the world around us. Most schools look much the same today as they did a generation

ago, and teachers themselves are often not developing the practices and skills necessary to meet the diverse needs of

today"s learners.

The oecd Programme for International Student Assessment (PISA) is broadening the discussion about improving national

education systems beyond government and research institutions. Parents want the best education for their children to

ensure their success later in life. But beyond the inuence of parents and other factors outside the school, teachers

provide the most important inuence on student learning. Thus, teachers and teaching are facing growing scrutiny due

to a general agreement that improvements in teaching can lead to better learning and more effective education system.

The oecd Teaching and Learning International Survey (TALIS) is the largest international survey of teachers. TALIS began

in 2008 and gives teachers and school leaders around the world a voice to speak about their experiences. The survey

emphasises the themes that research tells us can inuence effective teaching. Teachers report on their initial training and

the professional development they receive, the feedback they get on their teaching, the climate in their classrooms and

schools, their own satisfaction with their jobs, and their feelings about their professi onal abilities.

This report shares ndings from the most recent cycle of the survey. TALIS 2013 results show that we need to put teachers

on a path to success immediately. Those professionals whose initial education included content, pedagogy and practice

elements specically for the subjects that they teach report feeling better prepared for their work than their colleagues

without this kind of training. This is relevant information for systems of initial teacher preparation in all countries.

If teachers are now expected to prepare students to become lifelong learners, TALIS tells us that they themselves need

to learn and develop throughout their careers. Teachers not only need to be able to use the latest tools and technologies

with their students, but they also need to take advantage of the latest research on learning, pedagogies and practices. Part

of making this happen requires access to high-quality professional development. But access alone is not enough. TALIS

shows that teachers report higher participation rates in professional development activities in those countries where they

also report higher levels of both monetary and non-monetary support for this development.

Furthermore, teachers want to improve their skills and receive feedback that will help them improve. According to TALIS,

more than six in ten teachers report that appraisal leads to positive changes in their teaching practices. Also, more than

half of all teachers surveyed report that such feedback leads to positive changes in both their use of student assessments

and their classroom-management practices.

While teaching has often been thought of as an isolating profession, where teachers retreat into their classrooms and simply

close the door, the TALIS data also show that this is no longer the case. The survey illustrates the importance of collaboration

between teachers, to the extent that those who participated in collaborative professional learning activities at least ve

times a year also reported being signicantly more condent in their own abilities. Teachers" use of collaborative teaching

practices ve times a year or more also increases both their reported levels of self-efcacy and their job satisfaction.

FOReWORD

4© oecd 2014 TALIS 2013 ReSULTS: AN INTeRNATIONAL PeRSPeCTIVe ON TeACHING AND LeARNING

Angel gurría

OECD Secretary-GeneralWe are aware that making substantial changes to develop the teaching profession is not an easy endeavour, but countries, schools and teachers are not alone in this critical task. Further to this volume, the OECD will produce several additional reports and policy briefs with new analyses of this rich data on teachers and schools, as well as policy recommendations based on those ndings. Recognising that education is the great equal

iser in society, the challenge for all of us is to equip all teachers with the skills and tools they need to provide effective learning opportunities for their students.

TALIS 2013 ReSULTS: AN INTeRNATIONAL PeRSPeCTIVe ON TeACHING AND LeARNING © oecd 20145

Acknowledgements

The oecd Teaching and Learning International Survey (TALIS) is the outcome of a collaboration among the participating

countries, the oecd Secretariat, the european commission and an internat ional consortium led by the International

Association for the evaluation of educational Achievement (IeA). The report was prepared by olusola o. Adesope,

Bruce Austin, Julie Bélanger, Brian French, chad gotch, Maria Luisa hidalgo hidalgo, Ben Jensen, Simonnormandeau,

Mathildeoverduin, José Ignacio garcía Pérez, heather Price, charles ungerleider, Kristen Weatherby and ZohrehZadeh

with help from Michael davidson, Francesca Borgonovi, Tracey Burns, dirk van damme, Tadakazu Miki, gabriellaMoriconi,

deborah nusche, Beatriz Pont, Andreas Schleicher and Pablo Zoido.

communications assistance was provided by elizabeth del Bourgo, cassandra davis and Sophie Limoges. Administrative

assistance was provided by delphine versini with help from Brigitte Beyeler, elisa Larrakoetxea, elizabeth Morgan,

Isabelle Moulherat and diana Tramantano.

The development of the report was steered by the TALIS Board of Participating countries, chaired by Anne-Berit Kavli

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