congreso talis: beatriz pont. presentacion informe internacional
DESCRIPTION
Conferencia inaugural del congreso TALIS. Miércoles 25 de junio de 2014.TRANSCRIPT
1
TALIS 2013 Resultados
Una perspectiva
internacional de la docencia
y el aprendizaje
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 2 2 TALIS en breve
Más de 100.000 docentes y directores de más de 6500
escuelas
…participaron en una encuesta internacional sobre sus
condiciones laborales, sus prácticas docentes, su desarrollo, sus
entornos de aprendizaje y sobre liderazgo escolar
…con el objetivo de apoyar el desarrollo de la profesion docente
fortalecer la percepción de la sociedad y ofrecer información sobre
las prácticas que pueden apoyar el desarrollo docente
representando ………más de 4 millones de docentes en 34
países
TALIS
Entornos de aprendizaje :
Características de docentes y escuelas
La importancia del liderazgo
escolar
Desarrollar y apoyar a
los docentes
Docencia, evaluación y
retroalimentación
Prácticas docentes y en el aula
Auto eficacia y satisfacción en el
trabajo
Entornos de
aprendizaje:
Características de
docentes y escuelas
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 5 5 TALIS en breve
Para la mayoría de los países TALIS,
Pocos países atraen a
los docentes con más
experiencia…
…a las escuelas con más retos
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 6 6 Genero y edad de los docentes
% de mujeres docentes y distribución de docentes por grupos de edad
Sin
gap
ore
Abu
Dha
bi (U
AE
)
Ma
laysi
a
Bra
zil
Eng
lan
d (
UK
)
Alb
ert
a (
Can
ad
a)
Pola
nd
Fla
nde
rs (
Belg
ium
)
Me
xico
Fra
nce
Rom
ania
Kore
a
Isra
el
Port
uga
l
Avera
ge
Serb
ia
Chile
Cro
atia
Japa
n
Ice
lan
d
Slo
vak R
epu
blic
Fin
land
Norw
ay
Spa
in
Cze
ch R
epub
lic
Denm
ark
Neth
erlan
ds
Austr
alia
Sw
ede
n
La
tvia
Bulg
aria
Esto
nia
Ita
ly
0
10
20
30
40
50
60
70
80
90
100
Under 30 years 30-49 years 50-59 years 60 years or more Female
-10
-8
-6
-4
-2
0
2
4
6
Bra
zil
Kore
a
Cro
atia
Neth
erlan
ds
United
Sta
tes
Chile
La
tvia
Me
xico
Port
uga
l
Ita
ly
Serb
ia
Fra
nce
Bulg
aria
Abu
Dha
bi (U
AE
)
Slo
vak R
epu
blic
Pola
nd
Ma
laysi
a
Spa
in
Avera
ge
Austr
alia
Sin
gap
ore
Esto
nia
Japa
n
Eng
lan
d (
UK
)
Isra
el
Rom
ania
Alb
ert
a (
Can
ad
a)
Sw
ede
n
Fla
nde
rs (
Belg
ium
)
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 7 7
Distribución de docentes con experiencia en escuelas
segun nivel socioeconómico
Escuelas con mas de 30% de alumnos de hogares desfavorecidos
Diferencia en la proporción de profesores con más de 5 años experiencia docente que trabajan en
centros de más y menos difícil desempeño.
Mayor proporción de profesores experimen
tados en centros de
difícil desempeño
Mayor proporción de profesores experimenta
-dos que trabajan en
centros con menos
dificultades
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 8 8
La satisfacción en el trabajo no depende del número de
alumnos por aula, más por comportamiento de alumnos
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of
students with behavioural problems
10,0
10,5
11,0
11,5
12,0
12,5
13,0
15
or
less
16
-20
21
-25
26
-30
31
-35
36
or
mo
re
Te
ach
er
job
sa
tisf
acti
on
(le
ve
l)
Class size (number of students)
Average Spain
10,0
10,5
11,0
11,5
12,0
12,5
13,0
13,5
None
1%
to 1
0%
11
% to
30%
31
% o
r m
ore
Te
ach
er
job
sa
tisf
acti
on
(le
ve
l)
Students with behavioural problems
Average Spain
Liderazgo escolar
41%
22%
15%
11%
7% 4%
36%
24%
16%
14%
6% 4%
Spain
Admin/leadership
Curriculum/teaching
Students
Parents/guardians
Community
Other
Proporción media de tiempo que los directores de centros de educación secundaris obligatoria dicen que emplean en las
siguientes actividades a lo largo del curso escolar
Horario de los directores 10
Media
Pola
nd
Serb
ia
Cro
atia
Spa
in
Port
uga
l
Slo
vak R
epu
blic
Eng
lan
d (
UK
)
Isra
el
Austr
alia
Cze
ch R
epub
lic
Fra
nce
Fin
land
Norw
ay
Fla
nde
rs (
Belg
ium
)
Ita
ly
Avera
ge
Bulg
aria
La
tvia
Rom
ania
Bra
zil
Denm
ark
Esto
nia
Me
xico
Sw
ede
n
Neth
erlan
ds
Chile
Sin
gap
ore
Ice
lan
d
Alb
ert
a (
Can
ad
a)
Abu
Dha
bi (U
AE
)
Kore
a
Japa
n
Ma
laysi
a
United
Sta
tes
0
10
20
30
40
50
60
70
Instructional leadership training or course School administration or principal training programme or course
Teacher training/education programme or course
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 11 11 Elementos no incluidos en la formación de directores
% de directores cuya formación no incluyó:
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 12 12
Falta de recursos que dificultan la capacidad de la
escuela de ofrecer educación de calidad
% de docentes cuyos directores informan que estos temas dificultan la calidad de la enseñanza en la escuela
0 10 20 30 40 50 60
Vocational teachers
Instructional materials
Library materials
Internet access
Computer software for instruction
Computers for instruction
Qualified and/or well-performing teachers
Support personnel
Teachers with competences in teaching students with specialneeds
Spain Average
Apoyar y
desarrollar a los
docentes
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 14 14
Necesidades de formación profesional de los
docentes
Porcentaje de profesores de educación secundaria obligatoria que indican que tienen una gran necesidad de desarrollo
profesional en las siguientes áreas
0 5 10 15 20 25 30 35 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Spain Average
Mean mathematics performance, by school location, after
accounting for socio-economic status Fig II.3.3 15 15
Desarrollo professional realizado recientemente por
el profesorado según tipo e intensidad
Percentage of teachers who participated in the
following professional development activities in the
12 months prior to the survey
Average number of days
of participation among
those who participated
Courses/workshops 8
Education conferences or seminars where teachers and/or
researchers present their research results and discuss
educational issues
4
Observation visits to other schools 3
In-service training courses in business premises, public
organisations or non-governmental organisations 7
Observation visits to business premises, public
organisations or non-governmental organisations 3
Participation in a network of teachers formed specifically
for the professional development of teachers
Individual or collaborative research on a topic of interest to
the teacher
Mentoring and/or peer observation and coaching,
as part of a formal school arrangement
Qualification programme (e.g., a degree programme)
71%
44%
19%
14%
13%
37%
31%
29%
18%
Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
Estonia Spain
Abu Dhabi (UAE)
Croatia
Poland Mexico
Chile Norway
Finland Denmark
France
Flanders (Belgium)
Italy Sweden
Singapore
Malaysia
Serbia
Israel
Japan United States
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Perc
enta
ge o
f te
ach
ers
work
ing in s
chools w
here
the
princi
pal re
port
s t
hat m
ento
ring p
rogra
mm
es
are
availa
ble
for
all
teach
ers
in t
he s
chool
Percentage of teachers who report presently having
an assigned mentor to support them
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 16 16
No donde se reporta que hay “tutoría entre profesores” hay
mentores
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 17 17
Acceso a programas de iniciación profesional a la
docencia
Porcentaje de profesores de educación secundaria obligatoria cuyos directores dicen que en sus centros existen programas de iniciación
professional formales o informales
100 80 60 40 20 0 20 40 60 80 100
Singapore
England (United Kingdom)
Malaysia
Australia
Flanders (Belgium)
Netherlands
Croatia
Japan
Italy
Bulgaria
Alberta (Canada)
Serbia
Slovak Republic
Israel
Korea
Abu Dhabi (United Arab Emirates)
France
Average
Sweden
Denmark
Norway
Iceland
Finland
Romania
Estonia
Chile
Czech Republic
Latvia
Mexico
Brazil
Spain
Poland
Portugal
Formal induction accessible
for all new teachers to the
school
Formal induction accessible
only for teachers new to
teaching
Access to informal induction
activities (not part of an
induction programme) for
new teachers
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 18 18
Obstáculos para la participación en el desarrollo
profesional
Porcentaje de profesores que están “de acuerdo” o” muy de acuerdo” con que los siguientes
elementos suponen un obstáculo para su participación en actividades de desarrollo profesional
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,seniority)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
Spain Average
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 19 19 Impacto del desarrollo profesional
…el desarrollo profesional en el
que participaron ha tenido
impacto positivo en su trabajo.
Mas del ¾ docentes
dicen que …
España= más del 80%
Docentes y
feedback
Feedback following classroom observation
%
Feedback following assessment of teachers' content knowledge
%
Feedback following analysis of student test scores
%
External individuals or
bodies 16 11 9
School principal 39 20 24
Member(s) of school
management team 32 20 27
Assigned mentors 12 9 7
Other teachers
(not a part of the management team)
24 15 18
I have never received
this feedback in this school.
21 44 35
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 21 21 De dónde procede el feedback
0
10
20
30
40
50
60
70
80
90
100
Ice
lan
d
Fin
land
Sw
ede
n
Fla
nde
rs (
Belg
ium
)
Fra
nce
Ita
ly
Denm
ark
Neth
erlan
ds
Norw
ay
Spa
in
Austr
alia
Cro
atia
Alb
ert
a (
Can
ad
a)
United
Sta
tes
Japa
n
Port
uga
l
Avera
ge
Isra
el
Eng
lan
d (
UK
)
Chile
Esto
nia
Serb
ia
Cze
ch R
epub
lic
Slo
vak R
epu
blic
Me
xico
Sin
gap
ore
Bra
zil
Kore
a
Pola
nd
Abu
Dha
bi (U
AE
)
Bulg
aria
Rom
ania
La
tvia
Ma
laysi
a
Pe
rce
nta
ge
of
tea
ch
ers
Analysis of students' test scores Direct classroom observation Assessment of content knowledge
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 22 22
Feedback al profesorado :
Nunca recibieron
0
10
20
30
40
50
60
70
80
90
100
Ma
laysi
a
Sin
gap
ore
Pola
nd
Bulg
aria
La
tvia
Rom
ania
Cze
ch R
epub
lic
Chile
Abu
Dha
bi (U
AE
)
Kore
a
Slo
vak R
epu
blic
Esto
nia
United
Sta
tes
Eng
lan
d (
UK
)
Avera
ge
Japa
n
Sw
ede
n
Me
xico
Austr
alia
Ita
ly
Serb
ia
Alb
ert
a (
Can
ad
a)
Isra
el
Cro
atia
Fin
land
Neth
erlan
ds
Denm
ark
Bra
zil
Port
uga
l
Ice
lan
d
Spa
in
Fla
nde
rs (
Belg
ium
)
Norw
ay
Fra
nce
Pe
rce
nta
ge
of
tea
ch
ers
The best performing teachers in this school receive the greatest recognition
Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom
Teacher appraisal and feedback are largely done to fulfil administrative requirements
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 23 23 Impacto de los sistemas de evaluación y feedback en los centrosols
Porcentaje de profesores que está “de acuerdo” o “muy de acuerdo” con:
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 24 24 Consecuencias del feedback
Porcentaje de profesores de educación secundaria obligatoria que está “de acuerdo” o “muy de acuerdo”
con:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would bedismissed
The best performing teachers in this school receive the greatestrecognition
Teacher appraisal and feedback have little impact upon the wayteachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve theirwork as a teacher
Spain Average
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 25 25
Feedback y cambios en la forma de actuar del
profesorado
Porcentaje de profesores de educacion secundaria obligatoria que informan sobre una cambio positivo
“moderado” o “grande” en los siguientos aspectos después de recibir feedback sobre su trabajo
0
10
20
30
40
50
60
70
80
90
100
Confid
ence a
s a t
ea
cher
Mo
tivation
Job s
atisfa
ctio
n
Kno
wle
dg
e a
nd
und
ers
tan
din
g o
f m
ain
subje
ct field
(s)
Te
achin
g p
ract
ices
Stu
de
nt
asse
ssm
ents
to im
pro
ve s
tude
nt
lea
rnin
g
Cla
ssr
oo
m m
ana
ge
men
t pra
ctice
s
Me
thods f
or
tea
chin
g s
tude
nts
with s
pecia
lne
ed
s
Pub
lic r
ecogn
itio
n
Job r
espo
nsib
ilities
Role
in s
choo
l develo
pm
ent in
itia
tive
s
Am
ou
nt
of p
rofe
ssi
onal de
velo
pm
en
t
Lik
elih
oo
d o
f ca
ree
r ad
vancem
ent
Sala
ry a
nd
/or
finan
cia
l bon
us
Average Spain
Personal Pedagogical Professional
Prácticas
docentes y
entornos
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 27 27 Lo que los profesores hacen más allá de dar clase
Número medio de horas de 60mn que los profesores dicen que emplean en realizar las siguientes
actividades en una semana normal de trabajo
Finland Malaysia
Abu Dhabi (United Arab Emirates) Flanders (Belgium)
Israel Italy Malaysia
Japan Malaysia Sweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia Portugal Singapore
Croatia Finland Japan
0 1 2 3 4 5 6 7 8 9 10
Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
0
10
20
30
40
50
60
70
80
90
100
Spa
in
Ice
lan
d
Fra
nce
Bra
zil
Fla
nde
rs (
Belg
ium
)
Port
uga
l
Fin
land
Cro
atia
Ita
ly
Isra
el
Sw
ede
n
Me
xico
Chile
Alb
ert
a (
Can
ad
a)
United
Sta
tes
Norw
ay
Denm
ark
Avera
ge
Austr
alia
Ma
laysi
a
Cze
ch R
epub
lic
Bulg
aria
Esto
nia
Neth
erlan
ds
Serb
ia
Slo
vak R
epu
blic
Abu
Dha
bi (U
AE
)
Sin
gap
ore
Eng
lan
d (
UK
)
Pola
nd
Rom
ania
La
tvia
Japa
n
Kore
a
Pe
rce
nta
ge
of
tea
ch
ers
Never observe otherteachers' classes and
provide feedback
Never teach jointly as ateam in the same class
Never engage in jointactivities across different
classes and age groups(e.g. projects)
Never take part incollaborative professional
learning
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 28 28
Cooperación entre el profesorado: colaboración
profesional
Porcentaje de profesores de educación secundaria obligatoria que informan que nunca realizan las siguientes
actividades
Auto eficacia y
satisfacción en el
trabajo
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 30 30
Porcentaje de profesores de educación secundaroia obligatoria que están” de acuerdo” o “muy de
acuerdo” con las siguientes afirmaciones:
84
90
91
87
89
95
0 20 40 60 80 100
I would recommend my school as agood place to work
I enjoy working at this school
All in all, I am satisfied with my job
Spain Average
Satisfacción del profesorado con su entorno de trabajo
0
10
20
30
40
50
60
70
80
90
100
Ma
laysi
a
Sin
gap
ore
Kore
a
Abu
Dha
bi (U
AE
)
Fin
land
Me
xico
Alb
ert
a (
Can
ad
a)
Fla
nde
rs (
Belg
ium
)
Neth
erlan
ds
Austr
alia
Eng
lan
d (
UK
)
Rom
ania
Isra
el
United
Sta
tes
Chile
Avera
ge
Norw
ay
Japa
n
La
tvia
Serb
ia
Bulg
aria
Denm
ark
Pola
nd
Ice
lan
d
Esto
nia
Bra
zil
Ita
ly
Cze
ch R
epub
lic
Port
uga
l
Cro
atia
Spa
in
Sw
ede
n
Fra
nce
Slo
vak R
epu
blic
Pe
rce
nta
ge
of
tea
ch
ers
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 31 31
Percepciones de los profesores sobre el valor de la
enseñanza
Porcentaje de profesores que están “de acuerdo” o “muy de acuerdo” con que la la profesión docente está valorada en
la sociedad
Above-average performers in PISA
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 32 32 Lo que impulsa la satisfacción en el trabajo
Cuanto más frecuentemente
los profesores informan de
que participan en prácticas
colaborativas con sus
compañeros
Mayor es su nivel de
auto-eficacia
Y lo mismo ocurre con la
satisfacción en el
trabajo.
TALIS is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic status Fig II.3.3 33 33 Acerca de TALIS
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
Más información sobre TALIS en www.oecd.org/talis
• Todas las publicaciones nacionales e internacionales
• La base de datos completa con todos los datos
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