TALIS i et internasjonalt perspektiv. Anne-Berit Kavli Avdeling for Forskning og Internasjonalt arbeid

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2 TALIS i et internasjonalt perspektiv Anne-Berit Kavli Avdeling for Forskning og Internasjonalt arbeid

3 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

4 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 rolle

5 Teacher quality is the single most important school variable influencing student achievement (Teachers Matters, OECD 2005)

6 Utdanningsforskning i OECD The mission of the OECD is to promote policies that will improve the economic and social wellbeing 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. 6

7 Hvorfor TALIS? 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 7

8 2. HVA ER TALIS? 8

9 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

10 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? 10

11 Organisering av TALIS 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

12 3. TALIS 2008: HVA HAR VI LÆRT? 12

13 Oversikt overtalis land Skoleåret 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

14 TALIS 2008: 24 Countries Australia Austria Belgium (Fl) Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malta Malaysia Mexico Netherlands * Norway Poland Portugal Spain Slovak Republic Slovenia Turkey 14

15 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

16 Some Key Messages from TALIS 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) 16

17 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 * Percentage of class time spent on effective teaching and learning 90% 85% 80% 75% 70% 65% 60% New teachers Experienced Teachers 17

18 Brazil * Malaysia * Portugal * Iceland * Spain * Australia * Malta * Italy * Korea * Turkey * Austria * Belgium (Fl.) * Mexico * TALIS average * Denmark * Ireland * Norway * Hungary Slovenia * Slovak Republic * Poland * Lithuania * Estonia * Bulgaria * Percentage of class time spent on keeping order in the classroom 25% 20% 15% 10% 5% 0% New Teachers Experienced Teachers 18

19 Some Key Messages from TALIS 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) 19

20 Some Key Messages from TALIS 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. (TALIS 2008) 20

21 Some teachers are left alone

22 Malaysia Mexico Bulgaria Brazil Poland Slovenia Lithuania Italy Turkey Slovak Korea Portugal Hungary Malta Estonia Ireland Iceland Norway Australia Spain Belgium (Fl.) Austria Denmark Impact of evaluation on teaching A teacher development plan to improve their teaching Student discipline and behaviour problems 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Knowledge of instructional practices 22

23 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.) Outcomes of teacher feedback 60 Teachers would receive rewards for improved teaching quality Teachers would receive rewards for innovative teaching

24 Some Key Messages from TALIS Teachers who receive more professional development feel more effective and a majority of teachers would like more professional development. (TALIS 2008) 24

25 Job satisfaction Country means of teacher selfefficacy and job satisfaction 3,5 3,4 3,3 Belgium (Fl.) Austria Norway 3,2 3,1 3,0 2,9 Korea Spain Estonia Portugal Brazil Slovak Republic Hungary Slovenia Malta Malaysia Poland Turkey Mexico Lithuania Denmark Ireland Bulgaria Iceland Italy Australia 2,8-1,0-0,5 0,0 0,5 Self -efficacy: standardised factor scores 25

26 Mexico Brazil Malaysia Portugal Norway Bulgaria Spain Korea Italy Australia TALIS average Ireland Estonia Turkey Denmark Lithuania Austria Poland Malta Slovak Republic Hungary Iceland Slovenia Belgium (Fl.) Percentage of teachers who wanted to participate in more development

27 Main areas of PD need New Teachers Experienced teachers 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Teaching spec needs students Student discipline Classroom management Instructional practices Student assessment practices Student counselling ICT teaching skills 27

28 4. TALIS

29 Oversikt overtalis countries School year 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 29

30 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 33 countries - new in green 30

31 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 31

32 Teacher Questionnaire Information on teachers and their working conditions Pedagogical aspects 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 Teaching beliefs, activities and feelings of self-efficacy Classroom practices: contextual data, methods 32

33 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 33

34 TALIS 2013 Timeline 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

35 5. DELTAKELSE I TALIS 35

36 We need your help Participate! Encourage others to participate! Spread the word! 36