TALIS Teaching and learning international survey - indicators (Edition 2014)

2012 ◽  
Author(s):  
Keyword(s):  
Teaching And Learning ◽  
International Survey

scholarly journals PERFIL DOCENTE BRASILEIRO E RELATÓRIO TALIS: O CASO DE UMA REDE CONFESSIONAL DE ENSINO

2017 ◽  
Vol 15 (3) ◽  
pp. 693
Author(s):  
Cristina Zukowsky-Tavares ◽  
Ana Angelica Pereira Fernandes ◽  
Edgard Leonel Luz
Keyword(s):  
Teaching And Learning ◽  
International Survey

O estudo objetivou discutir o perfil do professor de ensino básico de uma rede confessional de ensino em interface com relatórios nacionais e internacionais. O instrumento de coleta de dados foi um questionário fechado com 30 itens aplicado aos docentes do 5º e 9º anos tendo como eixos organizadores dados sociodemográficos, formação inicial/continuada e prática pedagógica desenvolvida. A rede de ensino pesquisada dividiu tecnicamente o país em 8 regiões, 52 associações e 312 escolas de Educação Básica e teve 868 docentes respondendo ao questionário em 2013. Um recorte dos resultados sobre o perfil desses docentes (faixa etária, gênero, formação inicial e tempo de docência) foi discutido à luz do Censo Escolar Brasileiro e do relatório TALIS 2013, foco no docente, que é a Pesquisa Internacional sobre Ensino e Aprendizagem (Teaching and Learning International Survey) em escolas de educação básica de diferentes países. Os resultados confirmam o relatório TALIS com relação ao fato de que professores das redes privadas tendem a ser mais jovens que os seus pares das redes públicas e que a profissão docente no ensino fundamental ainda é essencialmente feminina. A formação docente completa no ensino superior é alta (92%) e ocorre na rede privada (70%). O tempo de trabalho do docente pareceu influenciar na proficiência dos estudantes no exame PAAEB. Conclui-se que a responsabilização conjunta de resultados educacionais é essencial no comprometimento contínuo com a construção de currículos plurais e cidadãos em conjunto com o suporte para a profissionalização e valorização da carreira docente.

scholarly journals Perspectivas de estudos comparados a partir da aplicação da escala Likert de 4 pontos: um estudo metodológico da pesquisa TALIS

2015 ◽  
Vol 10 (2) ◽  
pp. 275-300
Author(s):  
Rose Meri Trojan ◽  
Robson Sipraki
Keyword(s):  
Teaching And Learning ◽  
International Survey

Este estudo analisa a utilização da Escala Likert na pesquisa Teaching and Learning International Survey (TALIS). O tema justifica-se pelo uso recorrente da estatística nas pesquisas educacionais, especialmente, aquelas que permitem estudos comparados internacionais. O objetivo é avaliar análises apresentadas no relatório TALIS (OCDE, 2009) e verificar as perspectivas do uso da Escala Likert em estudos que utilizam os resultados desta pesquisa. Metodologicamente, partiu-se dos fundamentos estatísticos e procedimentos técnicos relacionados à escala, com base em Reis (1997), Garland (1991) e Oliveira (2001), entre outros, para examinar algumas questões aplicadas aos professores que utilizam a escala Likert de quatro pontos. No caso, Garland (1991) adverte que esta opção pode reforçar uma tendência e compelir os respondentes a marcarem a opção considerada mais adequada. Entre os resultados foram identificados problemas na formulação das questões aplicadas e nas análises presentes no relatório, que prejudicam a avaliação dos temas investigados na pesquisa TALIS.

Teaching and Learning International Survey--Adapted Version

2019 ◽  
Author(s):  
Stefan Janke ◽  
Lisa Bardach ◽  
Sophie Oczlon ◽  
Marko Lüftenegger
Keyword(s):  
Teaching And Learning ◽  
International Survey

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 118-132
Author(s):  
Andromeda Hightower ◽  
Peter Wiens ◽  
Steven Guzman
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Management Practices ◽  
Teaching Experience ◽  
Future Research ◽  
International Survey ◽  
Content Type ◽  
Years Of Teaching Experience

PurposeWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.Design/methodology/approachBased on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.FindingsThe results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).Originality/valueThe results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

How school context and educator characteristics predict distributed leadership

2016 ◽  
Vol 46 (3) ◽  
pp. 401-423 ◽  
Author(s):  
Yan Liu ◽  
Mehmet Sukru Bellibas ◽  
Susan Printy
Keyword(s):  
Distributed Leadership ◽  
Employment Status ◽  
Structural Equation ◽  
Teaching And Learning ◽  
School Context ◽  
Equation Model ◽  
Reciprocal Effects ◽  
International Survey ◽  
Endogenous Variables ◽  
Funding Resource

Distributed leadership is a dynamic process and reciprocal interaction of the leader, the subordinates and the situation. This research was inspired by the theoretical framework of Spillane in order to contextualize distributed leadership and compare the variations using the Teaching and Learning International Survey 2013 data. The two-level structural equation model utilized the school contextual variables and staff characteristics as exogenous and endogenous variables simultaneously in order to investigate the reciprocal effects of these variables on each other, and the ultimate influences on the extent to which leadership is distributed. The results suggest mutual respect among staff, funding resource of the school, together with principal's gender and employment status, are critically important factors with regard to the extent of distributed leadership in a school.

scholarly journals In-service teacher education course module design focusing on usability of ICT applications in science education

2012 ◽  
Vol 8 (2) ◽  
pp. 138-149 ◽  
Author(s):  
Jari Lavonen ◽  
Heidi Krzwacki ◽  
Laura Koistinen ◽  
Manuela Welzel-Breuer ◽  
Roger Erb
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Problem Analysis ◽  
International Survey ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

scholarly journals Innovación pedagógica desde la perspectiva de comunidades profesionales de aprendizaje

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Ana María Sánchez Cortés
Keyword(s):  
Teaching And Learning ◽  
International Survey

En este estudio se buscó comprobar la relación que existe entre la participación de los docentes en comunidades profesionales de aprendizaje y las prácticas de enseñanza asociadas con el modelo socio – constructivista. Para ello, se realizó un diseño cuantitativo no experimental de tipo transversal, a partir de los resultados de la encuesta “Teaching and learning international survey”, aplicada por la OCDE en 2008 en un grupo de 24 países. Los resultados obtenidos en el estudio permitieron determinar que las dimensiones asociadas con las comunidades de aprendizaje tienen una relación positiva débil con las categorías de las prácticas de enseñanza en el aula. Adicionalmente, se determinaron las diferencias en las respuestas de los profesores de acuerdo con aspectos como la edad, el género, el tiempo de experiencia docente y el nivel de formación. 

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