The OECD Program TALIS and framing, measuring, and selling Quality Teacher™

Tore Bernt Sorensen, Susan L. Robertson

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

14 Citations (Scopus)

Abstract

The teaching profession has been the subject of international political debates for decades, though until more recently, this was largely around the conditions of work in sub/national settings and in relation to those agencies that might ensure teacher professionalism. The argument put by international organizations such as the World Bank (2012), the Organisation for Economic Cooperation and Development (OECD), and UNESCO is that teachers can, and should, play a key role in developing the requisite ‘human capital’ for the global knowledge economy. The OECD have developed and implemented a Teaching and Learning International Survey (TALIS) to address this policy issue. TALIS is part of the OECD’s family of indicator-based data-sets which also includes for example the Program for International Student Assessment (PISA) and the Program for the International Assessment of Adult Competencies (PIAAC). This chapter shows that the indices and items in the TALIS questionnaires suggest that TALIS involves a bias toward constructivist pedagogy and the flexibilization of teachers’ work.

Original languageEnglish
Title of host publicationInternational Handbook of Teacher Quality and Policy
EditorsMotoko Akiba, Gerald K. LeTendre
Place of PublicationNew York NY USA
PublisherRoutledge
Chapter7
Pages117-131
Number of pages15
Edition1st
ISBN (Electronic)9781317487821, 9781315710068
ISBN (Print)9781138890770, 9781138890787
DOIs
Publication statusPublished - 2018
Externally publishedYes

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