TALIS i et internasjonalt perspektiv
Anne-Berit Kavli
Kjennetegn på norsk skole
• Et verdigrunnlag med vekt på likhet og likeverd
• Høy ressursinnsats, men resultater rundt gjennomsnittet
– Tegn til bedring etter flere år med nedgang
• Skolekultur preget av positive relasjoner, tillit og tilhørighet
• Store individuelle forskjeller, men små skoleforskjeller
• Svak ledelseskultur – og svak tilbakemeldingskultur
• Smalt spekter av læringsstrategier, manglende oppfølging og fordypning
Internasjonal påvirkning
• Siden 2000 (med «PISA-sjokket») har de internasjonale studiene hatt stor
innflytelse på norsk skoleutvikling:
– Vektlegging av grunnleggende ferdigheter – Innføring av NKVS og nasjonale prøver – Økt vurderingskompetanse
– Innføring av Kunnskapsløftet
– Økt fokus på klasseledelse og lærerens
‘Teacher quality’ is the single most important school variable
influencing student achievement
(Teachers Matters, OECD 2005)
Utdanningsforskning i OECD
• The mission of the OECD is to promote policies that will improve the economic and social well- being of people around the world.
• Education contributes to:
√ economic and social development
√ innovation and sustainable growth
√ social mobility and mitigating inequalities
• Goal of OECD-EDU: To help countries to
improve the quality, equity, effectiveness and efficiency of their educational systems.
Gode lærere og et godt læringsmiljø er nøkkelfaktorer for å oppnå
godelæringsresultater
TALIS
(Teaching and Learning International Survey) Er den første (og eneste) internasjonale survey
som undersøker læringsmiljøet og læreres arbeidsforhold i skolen
Hvorfor TALIS?
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2. HVA ER TALIS?
Hva erTALIS?
Opportunity for teachers and school leaders to
give input into educational analysis and policy
development in key policy areas
Collaborative effort between
government, OECD, Teachers’
unions and international
consortium
Self-reporting survey that operates with representative
samples: 200 schools, 20
teachers, randomly selected
Fills key national and international
data gaps on teachers, teaching
and the impact that teachers can
have on student learning
9
Landenes utdanningsmyndigheter ønsker svar på:
I hvilken grad er dagens lærere forberedt på å møte de ulike utfordringene i skolen?
I hvilken grad bidrar tilbakemeldinger og oppfølging til så støtte lærernes utviklingsbehov og gi bedre
undervisning?
Hvordan kan utdanningsmyndighetene sikre at ressurser til læreres kompetanseutvikling har en
positiv effekt på læreres arbeid?
• Internasjonal styringsgruppe (TALIS BPC)
med representanter fra alle landene, ledes av Norge
• Internasjonalt forskningssenter (IEA-DPC) har ansvar for internasjonal koordinering og
gjennomføring
• Internasjonale ekspertgrupper
• Nasjonale forskningsinstitusjoner i hvert
enkelt deltakerland (NIFU i Norge) har ansvar for gjennomføring og rapportering nasjonalt
Organisering av TALIS
3. TALIS 2008:
HVA HAR VI LÆRT?
Oversikt overTALIS 2008
• 24 land
• Skoleåret 2007-08
• Lærere og rektorer på ungdomstrinnet (ISCED 2)
• Innhold:
– Appraisal of teachers and feedback to teachers
– Teaching practices, attitudes and beliefs
– School leadership
– Professional development of teachers
13
TALIS 2008: 24 Countries
• Australia
• Austria
• Belgium (Fl)
• Brazil
• Bulgaria
• Denmark
• Estonia
• Hungary
• Netherlands *
• Norway
• Poland
• Portugal
• Spain
• Slovak Republic
• Slovenia
• Turkey
• Iceland
• Ireland
• Italy
• Korea
• Lithuania
• Malta
• Malaysia
• Mexico
TALIS 2008 Outputs
• One general international report: Creating Effective
Teaching and Learning Environments (2009)
• Three thematic reports:
– Teachers’ professional development (EC)
– Working conditions of new teachers
– Teaching practices and innovation in schools
• new! Teaching in Focus
– Policy briefs
15
One in four teachers in most TALIS
countries lose at least 30% of their lesson time, and some lose more than half
through classroom disruptions and administrative task.
(TALIS 2008)
Some Key Messages from
TALIS
Percentage of class time spent on effective teaching and learning
60%
65%
70%
75%
80%
85%
90%
Bulgaria * Estonia * Hungary * Slovak Republic * Lithuania * Slovenia * Poland * Denmark * Ireland * Norway * TALIS average * Austria * Turkey * Belgium (Fl.) * Malta * Korea * Italy * Spain * Australia * Portugal * Iceland * Malaysia * Mexico * Brazil *
New teachers Experienced Teachers
17
Percentage of class time spent on keeping order in the classroom
0%
5%
10%
15%
20%
25%
Brazil * Malaysia * Portugal * Iceland * Spain * Australia * Malta * Italy * Korea * Turkey * Austria * Belgium (Fl.) * Mexico * average * Denmark * Ireland * Norway * Hungary Slovenia * vak Republic * Poland * Lithuania * Estonia * Bulgaria *
New Teachers Experienced Teachers
Teachers generally report that appraisal and feedback make a difference in their
work.
The more feedback they receive on
specific aspects of their work, the more they trust in their abilities to address the
respective teaching challenge.
(TALIS 2008)
Some Key Messages from TALIS
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Only a minority of teachers reported that their evaluation affects their
professional development, career, or pay.
A great majority say that they receive no recognition for improving the quality of their teaching or that that they would not
be rewarded for being innovative.
Some Key Messages from
TALIS
Some teachers are left alone
Impact of evaluation on teaching
10%0%
20%30%
40%50%
60%70%
80%90%
100%
Malaysia Mexico Bulgaria Brazil Poland Slovenia Lithuania Italy Turkey Slovak … Korea Portugal Hungary Malta Estonia Ireland Iceland Norway Australia Spain lgium (Fl.) Austria Denmark
A teacher development plan to improve their teaching Student discipline and behaviour problems
Knowledge of instructional practices
Outcomes of teacher feedback
0 10 20 30 40 50 60
Malaysia Bulgaria Poland Italy Slovak Republic Hungary Mexico Slovenia Turkey Lithuania TALIS Average Estonia Brazil Portugal Iceland Malta Austria Korea Spain Denmark Australia Ireland Norway Belgium (Fl.)
Teachers would receive rewards for improved teaching quality Teachers would receive rewards for innovative teaching
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Teachers who receive more professional development feel more effective and a
majority of teachers would like more professional development.
(TALIS 2008)
Some Key Messages from
TALIS
Country means of teacher self- efficacy and job satisfaction
Australia
Austria Belgium (Fl.)
Brazil
Bulgaria Denmark
Estonia
Hungary
Iceland Ireland
Italy Korea
Lithuania
Malaysia Malta
Mexico
Norway
Poland Portugal
Slovak Republic
Slovenia Spain
Turkey
2,8 2,9 3,0 3,1 3,2 3,3 3,4 3,5
-1,0 -0,5 0,0 0,5
Job satisfaction
Self -efficacy: standardised factor scores
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Percentage of teachers who wanted to participate in more development
0 10 20 30 40 50 60 70 80 90
Mexico Brazil Malaysia Portugal Norway Bulgaria Spain Korea Italy Australia LIS average Ireland Estonia Turkey Denmark Lithuania Austria Poland Malta k Republic Hungary Iceland Slovenia elgium (Fl.)
Main areas of PD need
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Teaching spec needs
students
Student discipline
Classroom management
Instructional practices
Student assessment
practices
Student counselling
ICT teaching skills
New Teachers Experienced teachers
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4. TALIS 2013
Oversikt overTALIS 2013
• 33 countries
• School year 2012-2013
• Teachers and principals of lower secondary education (ISCED 2)
– Options to survey primary (ISCED 1) and
upper secondary (ISCED 3) and PISA schools
• Same overall policy focus with some new indicators
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TALIS is growing!
TALIS 2013 Core Survey Participants
Australia Belgium (Fl.)
Brazil Bulgaria
Canada (Alberta) Chile
Croatia
Czech Republic Denmark
Estonia Finland
France Iceland Israel
Italy Japan Korea Latvia Malaysia
Mexico Netherlands
Norway
Poland Portugal Romania
Serbia Singapore Slovak Republic
Spain Sweden UK (England) UAE (Abu Dhabi)
USA
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International Options
ISCED 1 ISCED 3 PISA link
Belgium (Fl.) Denmark
Finland Mexico Norway
Poland
Australia Denmark Finland Iceland
Italy Mexico Norway Singapore Abu Dhabi
Poland
Australia Finland
Latvia Mexico Portugal Romania
Spain Singapore
Teacher Questionnaire
Information on teachers and their working conditions
Personal information,
time as teacher,
teacher training (university or
otherwise), working time
Continuing professional development:
access, content, methods, costs, needs,
potential barriers
Evaluation:
Who is involved, how
is it conducted,
criteria, impact, teacher perception
School climate, job satisfaction
+
professional mobility
Pedagogical aspects
Teaching beliefs, activities and
feelings of self-efficacy
Classroom practices:
contextual data, methods
School Leader Questionnaire
Information related to teaching and learning
Contextual elements:
personal data, information
about the school
Leadership/
management of the school
Evaluation of teachers
School climate, job satisfaction
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Activity Date
Pilot Study August-September 2011
Field Trial March-April 2012
Main study-Southern Hemisphere October-December 2012 Main study-Northern Hemisphere March-May 2013
Initial report June 2014
TALIS 2013 Timeline
5. DELTAKELSE I TALIS
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• Participate!
• Encourage others to participate!
• Spread the word!
