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The future of the Teaching Profession. Michael Davidson OECD Directorate for Education EI Conference, 29-30 January 2013. The challenges are well known. Teaching 21 st Century skills Using 21 st Century tools Increased diversity in the classroom Accountability and autonomy

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The future of the teaching profession

The future of the Teaching Profession

Michael Davidson

OECD Directorate for Education

EI Conference, 29-30 January 2013


The challenges are well known
The challenges are well known

  • Teaching 21stCentury skills

  • Using 21stCentury tools

  • Increased diversity in the classroom

  • Accountability and autonomy

  • And more besides...

Teachers’ belief in their own effectiveness is crucial in dealing with these challenges and for student learning


Teachers self efficacy in talis
Teachers’ self-efficacy in TALIS

  • I feel I am making a significant educational difference in the lives of my students.

  • If I try really hard, I can make progress with even the most difficult and unmotivated students.

  • I am successful with the students in my class.

  • I usually know how to get through to students.



Self efficacy
Self efficacy (2007-08)


Factors associated with teachers perceptions of their own effectiveness
Factors associated with teachers’ perceptions of their own effectiveness

  • More professional development


The future of the teaching profession

Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity


The future of the teaching profession

Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity


How teachers are developed in service and supported
How teachers are developed in service professional and supported

  • No matter how good the pre-service education for teachers is

    • …it cannot prepare teachers for rapidly changing challenges throughout their careers

  • High-performing systems rely on ongoing professional to…

    • …update individuals’ knowledge of a subject in light of recent advances

    • …update skills and approaches in light of new teaching techniques, new circumstances, and new research

    • …enable teachers to apply changes made to curricula or teaching practice

    • …enable schools to develop and apply new strategies concerning the curriculum and teaching practice

    • …exchange information and expertise among teachers and others

    • …help weaker teachers become more effective .

  • Effective professional development is on-going…

    • …includes training, practice and feedback, and adequate time and follow-up support


Factors associated with teachers perceptions of their own effectiveness1
Factors associated with teachers’ perceptions of their own effectiveness

  • More professional development

  • Better teacher-student relations


Relationship with student performance
Relationship with student performance effectiveness

Relationships between student-teacher relations and reading performance, after accounting for students’ and schools’ socio-economic and demographic background

20


However
However...... effectiveness

  • 28% of students in OECD countries are enrolled in schools whose principals report that their teaching staff’s resistance to change negatively affects students or that students’ needs are not met;

  • 23% attends schools whose principals report that students are not encouraged by teachers in the school;

  • 22% attend schools whose principals believe that learning is hindered by low teacher expectations


Factors associated with teachers perceptions of their own effectiveness2
Factors associated with teachers’ perceptions of their own effectiveness

  • More professional development

  • Better teacher-student relations

  • Stronger beliefs about teaching methods


Teaching practices in talis
Teaching practices in TALIS effectiveness

  • Structuring

  • Student orientation

  • Enhanced activities


Latent profiles classroom teaching practices
Latent effectivenessProfilesClassroom Teaching Practices


Summary classroom teaching practices
Summary – Classroom Teaching Practices effectiveness

  • In most education systems, teachers who reported to…

    • participate in more professional development,

    • receive more often feedback and appraisal,

    • agree more with constructivist beliefs,

    • and had a higher self-efficacy

  • weremorelikelytobe in Profile C than in Profile A.


Summary classroom teaching practices1
Summary – Classroom Teaching Practices effectiveness

  • In most education systems, teachers who reported to…

    • participate in more professional development,

    • receive more often feedback and appraisal,

    • agree more with constructivist beliefs,

    • and had a higher self-efficacy

  • and in Profile B than in Profile A.


Factors associated with teachers perceptions of their own effectiveness3
Factors associated with teachers’ perceptions of their own effectiveness

  • More professional development

  • Better teacher-student relations

  • Stronger beliefs about teaching methods

  • More professional collaboration in school


Country profiles of cooperation among staff country mean of ipsative scores
Country profiles of cooperation among staff effectivenessCountry mean of ipsative scores

Countries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration.

Source: OECD, TALIS Database.


Factors associated with teachers perceptions of their own effectiveness4
Factors associated with teachers’ perceptions of their own effectiveness

  • More professional development

  • Better teacher-student relations

  • Stronger beliefs about teaching methods

  • More professional collaboration in school

  • Public recognition of good performance from principal or colleagues


Developing further evidence
Developing further evidence effectiveness

  • OECD Policy review of evaluation and assessment

    • Good practices for teacher appraisal

  • 3rd International Summit of the Teaching Profession

  • TALIS 2013

    • Extend analysis of teacher self efficacy

      • Teachers’ role in school leadership

      • Approaches to student assessment

  • PISA 2015

    • Optional teacher questionnaire


Education reform trajectories

The old bureaucratic system effectiveness

The modern enabling system

Student inclusion

Some students learn at high levels

All students need to learn at high levels

Curriculum, instruction and assessment

Routine cognitive skills, rote learning

Learning to learn, complex ways of thinking, ways of working

Education reform trajectories

Teacher quality

Few years more than secondary

High-level professional knowledge workers

Work organisation

‘Tayloristic’, hierarchical

Flat, collegial

Accountability

Primarily to authorities

Primarily to peers and stakeholders


The future of the teaching profession

Thank you for listening! effectiveness

Michael.davidson@oecd.org

www.oecd.org/TALIS

www.pisa.oecd.org