supporting new teachers in the early phases cidree
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Presentation at CIDREE Annual Conference 9 November 2011TRANSCRIPT
Supporting new teachers in the early phases of professionalisation –
Evidence from TALIS 2008
Dirk Van DammeHead of the Centre for Educational Research and Innovation - OECD
TALIS 2008 OVERVIEW
1.
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TALIS brief
• International survey of teachers and principals• Goal: Fill key international (and national) data
gaps on teachers, teaching and the impact that teachers can have on student learning
• Representative samples– 200 schools; 20 teachers per school– Randomly selected
• Target response rate of 75% of sampled teachers
• Questionnaires of teachers and principals of 45’
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Overview of TALIS 2008
• Data-collection school year 2007-08• Teachers and principals of lower
secondary education (ISCED 2)• Focus: Policies and practices to support
effective teaching and learning:– Appraisal of teachers and feedback to
teachers– Teaching practices, attitudes and beliefs– School leadership– Professional development of teachers
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Coverage: 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
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TALIS 2008 Outputs
• One general report: Creating Effective Teaching and Learning Environments (2009)
• Thematic reports:– Teachers’
professional development (EC)
– New teachers– School leadership– Innovation in schools
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Conditions for effective learning
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Teaching practices and beliefs
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Teacher appraisal and feedback
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In-service teacher professional development and training
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NEW TEACHERS AND THEIR WORKING ENVIRONMENT
2.
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Definition of new teachers in TALIS 2008
• NT defined as within their first two years of teaching• number of new teachers in sample: 99 n 429
(nmean=224) – 8% of total sample
• 69% of new and experienced teachers are female
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Schools where new teachers work
• TALIS 2008 data do not support the belief that new teachers work in more challenging schools– But in Belgium (Fl), Lithuania and Norway
new teachers are more likely to teach classes with greater variation in students’ language
• New teachers also work in schools with similar material and personnel resources
• But, in all but four countries, new teachers reported poorer levels of classroom climate, not because of a different student profile, but because of skills deficit
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Workload and job satisfaction
• New and experienced teachers have similar work and teaching load
• New teachers are for 41% employed on permanent contracts compared to 88% for experienced teachers
• New and experienced teachers have similar levels of job satisfaction– Nearly 90% are satisfied with their job
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Time spent on teaching
• Less than 75% of new teachers’ classroom time is spend on teaching and learning
• 18% of classroom time of new teachers is spend on keeping order in the classroom (13% of classroom time of experienced teachers)
• In most countries, teachers are likely to spend similar amounts of time teaching in the first year of their careers as they are in the last year of their careers.
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Percentage of class time spent on effective teaching and learning
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Percentage of class time spent on keeping order in the classroom
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SUPPORTING NEW TEACHERS
3.
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Appraisal and feedback
• 19% of new teachers never received some form of appraisal and feedback (13% of experienced teachers)– But in some countries very high numbers of new
teachers have not ever received appraisal and feedback
• New teachers are more positive about the appraisal and feedback they receive– Nine in ten new teachers considered the appraisal
and feedback received to be a fair assessment– Only 14% of new teachers disagreed that the
appraisal and feedback received was helpful in the development of their work, compared to 22% of experienced teachers
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Appraisal and feedback
• New teachers that work in schools with induction or mentoring programmes were not substantially more likely to receive more appraisal and feedback than other new teachers.
• Induction and mentoring programs do not facilitate regular feedback for nearly half new teachers
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Professional development
• New teachers in most countries expressed a higher need for professional development then experienced teachers
• 1/3 of new teachers expressed a high level of need for professional development to address students discipline and behaviour problems
• On average 23% of new teachers expressed a high level need for PD to improve classroom management skills compared to 13% of experienced teachers
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05
1015202530354045
TALIS Average New teachers%
Percentage of teachers reporting a high level of professional development need
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Professional development
• Professional development needs is negatively correlated with self-efficacy and this relationship is stronger for new teachers compared to experienced teachers
• Over three-quarters if new teachers participated in some form of PD over the past 18 months– On average 19 days of PD
• Over 70% of new teachers considered PD to have a high impact on their development as teacher
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TEACHING BELIEFS, PRACTICES AND SELF-EFFICACY
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Teaching beliefs
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Classroom teaching practices
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Cooperation among staff
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Teachers’ perceived self-efficacy
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