The extent of in-service teacher ed

The extent of in-service teacher education varies greatly across and within countries...

In some countries, ongoing professional development already plays an important role. In the Chinese province of Shanghai, each teacher is expected to engage in 240 hours of professional development within five years. Singapore provides teachers with an entitlement of 100 hours of professional development per year to keep up with the rapid changes occurring in the world and to be able to improve their practice. More generally, results from TALIS show that across countries almost 90% of teachers participated in some form of professional development over an 18-month period and, on average, spent just under one day per month in professional development21 (see also Figures 2.2 and 2.3). However, there is considerable variation in the incidence and intensity of teacher participation in professional development both across and within countries;22 and older teachers tend to engage in less professional development than younger ones. The types of development undertaken by teachers explain some of these variations. Countries in which a high percentage of teachers take part in “qualification programs” or “individual and collaborative research” tend to have a higher average number of days of development but only a small minority of teachers tend to participate in these activities.


Box 2.1. Innovative teacher-preparation programs in the United States

Boston’s Teacher Residency is preparing high-flying graduates to fill shortages in the city’s schools.

The Boston Teacher Residency (BTR), established in 2003, is a teacher-preparation program that recruits high-performing college graduates and professionals and prepares them to teach in Boston schools. The program focuses on mastering the skills that teachers will need to be effective in the public schools in which teachers will work, emphasizing clinical training and pairing residents with experienced classroom teachers. Residents begin the program with a two-month summer institute, and then spend their first year in a classroom four days a week, spending the fifth day attending courses and seminars. This approach allows residents to master simultaneously both the theory and practice of teaching. After their first year, residents receive an initial teacher license and a master’s degree in education, and continue to receive support from BTR in the form of induction coaching, courses and seminars, and placement in collaborative clusters within schools. A study of the program’s impact on student achievement is underway, but early indicators of success include a rigorous recruitment and selection process in which only 13% of applicants are admitted, three-year retention rates of 85% (far above the U.S. average for urban schools), growth of the program’s outputs to fill 60% of Boston’s annual need for math and science teachers, and highly favorable reviews from school principals, with 96% of principals saying they would recommend hiring a BTR graduate to another principal. BTR recently received a USD 5 million “development” grant under the U.S. Department of Education’s Investing in Innovation Fund, which seeks to identify and scale-up promising and proven practices in teacher education and other priority areas.



Teachers consider better and more targeted professional development as an important lever towards improvement. TALIS data show that teachers’ participation in professional development goes hand-in-hand with their mastery of a wider array of methods to use in the classroom, even if it is not clear to what extent professional development triggers or responds to the adoption of new techniques. TALIS data also identify close associations between professional development and a positive school climate, teaching beliefs, co-
operation between teachers and teacher job satisfaction.
20©OECD2011

Building a High-Quality Teaching Profession: Lessons from Around the World


Chapter 2

Te a ch e r D e v e l o p m e n t , S u p p o r t , C a r e e r s a n d E m p l o y m e n t C o n d i t i o n s


…but mostly still takes the form of one-off events rather than upgrading qualifications or collaborative research, which, teachers report, have the greatest impact.

However, schools and systems need to better match the costs and benefits of, and supply and demand for, professional development. Results from TALIS show that, across countries, relatively few teachers participate in the kinds of professional development that they believe has the largest impact on their work, namely qualification programs and individual and collaborative research, even if those who do commit considerable time and money to these courses consider them effective (see Figure 2.2). Conversely, the types of activities that teachers consider less effective, namely one-off education conferences and seminars, show comparatively high participation rates. This being said, research on how the incidence and intensity of different types of professional development activities influences learning outcomes is still limited.


Figure 2.2

Comparison of impact and participation by types of development activity

Teachers reporting moderate or high level of impact

% Teachers participating in professional development


100
90
80
70
60
50
40
30
20
10
0
Individual and Qualification Informal Reading Courses Professional Mentoring Observation Education
collaborative programmes dialogue professional and development and peer visits to conferences
research to improve literature workshops network observation other schools and seminars
teaching

Activities are ranked in descending order of the percentage of teachers reporting a moderate or high impact of the professional development they took.

Source: OECD, TALIS Tables 3.2 and 3.8.

Results (Vietnamese) 1:

Trong phạm vi của chức giáo viên giáo dục thay đổi đáng kể trên và trong các quốc gia...Ở một số nước, phát triển chuyên môn liên tục đã đóng một vai trò quan trọng. Ở tỉnh Thượng Hải Trung Quốc, mỗi giáo viên dự kiến sẽ tham gia vào 240 giờ của sự phát triển chuyên nghiệp trong vòng năm năm. Singapore cung cấp các giáo viên với một quyền lợi được 100 giờ chuyên nghiệp phát triển mỗi năm để theo kịp với những thay đổi nhanh chóng xảy ra trên thế giới và để có thể cải thiện thực tế của họ. Nói chung, các kết quả từ TALIS cho thấy rằng các quốc gia gần 90% giáo viên tham gia vào một số hình thức phát triển chuyên môn trong một khoảng thời gian tháng 18 và, Trung bình, đã dành ngay dưới một ngày mỗi tháng trong chuyên nghiệp development21 (xem thêm con số 2.2 và 2.3). Tuy nhiên, có sự thay đổi đáng kể trong tỷ lệ mắc và cường độ của giáo viên tham gia trong phát triển chuyên nghiệp trên toàn và trong nước; 22 và lớn giáo viên có xu hướng để tham gia vào các phát triển chuyên nghiệp ít hơn những người trẻ. Các loại của sự phát triển của giáo viên giải thích một số những biến thể này. Quốc gia trong đó một tỷ lệ phần trăm cao của giáo viên tham gia vào "vòng loại chương trình" hoặc "cá nhân và hợp tác nghiên cứu" có xu hướng để có một số trung bình cao hơn của ngày phát triển nhưng chỉ có một thiểu số nhỏ của giáo viên có xu hướng để tham gia vào các hoạt động này.Hộp 2.1. Sáng tạo giáo viên-chuẩn bị các chương trình tại Hoa KỳBoston’s Teacher Residency is preparing high-flying graduates to fill shortages in the city’s schools.The Boston Teacher Residency (BTR), established in 2003, is a teacher-preparation program that recruits high-performing college graduates and professionals and prepares them to teach in Boston schools. The program focuses on mastering the skills that teachers will need to be effective in the public schools in which teachers will work, emphasizing clinical training and pairing residents with experienced classroom teachers. Residents begin the program with a two-month summer institute, and then spend their first year in a classroom four days a week, spending the fifth day attending courses and seminars. This approach allows residents to master simultaneously both the theory and practice of teaching. After their first year, residents receive an initial teacher license and a master’s degree in education, and continue to receive support from BTR in the form of induction coaching, courses and seminars, and placement in collaborative clusters within schools. A study of the program’s impact on student achievement is underway, but early indicators of success include a rigorous recruitment and selection process in which only 13% of applicants are admitted, three-year retention rates of 85% (far above the U.S. average for urban schools), growth of the program’s outputs to fill 60% of Boston’s annual need for math and science teachers, and highly favorable reviews from school principals, with 96% of principals saying they would recommend hiring a BTR graduate to another principal. BTR recently received a USD 5 million “development” grant under the U.S. Department of Education’s Investing in Innovation Fund, which seeks to identify and scale-up promising and proven practices in teacher education and other priority areas.Teachers consider better and more targeted professional development as an important lever towards improvement. TALIS data show that teachers’ participation in professional development goes hand-in-hand with their mastery of a wider array of methods to use in the classroom, even if it is not clear to what extent professional development triggers or responds to the adoption of new techniques. TALIS data also identify close associations between professional development and a positive school climate, teaching beliefs, co-operation between teachers and teacher job satisfaction.20©OECD2011 Building a High-Quality Teaching Profession: Lessons from Around the World Chapter 2Te a ch e r D e v e l o p m e n t , S u p p o r t , C a r e e r s a n d E m p l o y m e n t C o n d i t i o n s…but mostly still takes the form of one-off events rather than upgrading qualifications or collaborative research, which, teachers report, have the greatest impact.However, schools and systems need to better match the costs and benefits of, and supply and demand for, professional development. Results from TALIS show that, across countries, relatively few teachers participate in the kinds of professional development that they believe has the largest impact on their work, namely qualification programs and individual and collaborative research, even if those who do commit considerable time and money to these courses consider them effective (see Figure 2.2). Conversely, the types of activities that teachers consider less effective, namely one-off education conferences and seminars, show comparatively high participation rates. This being said, research on how the incidence and intensity of different types of professional development activities influences learning outcomes is still limited.Figure 2.2Comparison of impact and participation by types of development activity Teachers reporting moderate or high level of impact% Teachers participating in professional development 100 90 80 70 60 50 40 30 20 10 0 Individual and Qualification Informal Reading Courses Professional Mentoring Observation Educationcollaborative programmes dialogue professional and development and peer visits to conferencesresearch to improve literature workshops network observation other schools and seminars teaching Activities are ranked in descending order of the percentage of teachers reporting a moderate or high impact of the professional development they took.Source: OECD, TALIS Tables 3.2 and 3.8.