Supporting Teacher Professionalism
Insights from TALIS 2013
This report examines the nature and extent of support for teacher professionalism
using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers
and principals in 34 countries and economies around the world. Teacher professionalism
is defined as the knowledge, skills, and practices that teachers must have in order
to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems
and looks at cross-cultural differences in teacher professionalism. It explores how
teacher professionalism is linked to policy-relevant teacher outcomes such as perceived
status, satisfaction with profession and school environment or perceived self-efficacy.
The publication also tackles equity concerns in teacher professionalism: it examines
professionalism support gaps, which are defined as differences in support for teacher
professionalism in schools with high levels of disadvantage as compared to those with
low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant
recommendations to enhance teacher professionalism and equity in access to high-quality
teaching in OECD member countries.
Published on February 12, 2016
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