encuesta docentes talis españa lanzamiento b pont junio 2014
TRANSCRIPT
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.322 TALIS en breve
Más de 100.000 docentes y directores de más de 6500 escue-las
…participaron en una encuesta internacional sobre sus condi-ciones laborales, sus prácticas docentes, su desarrollo, sus en-tornos 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 es-colar
Desarrollar y apoyar a los docentes
Docencia, evaluación y retroalimentación
Prácticas docentes y en el aula
Auto eficacia y satisfacción en el trabajo
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.355 Genero y edad de los docentes
% de mujeres docentes y distribución de docentes por grupos de edad
Sin
gapo
re
Abu
Dha
bi (
UA
E)
Mal
aysi
a
Bra
zil
Eng
land
(U
K)
Alb
erta
(C
anad
a)
Pol
and
Fla
nder
s (B
elgi
um)
Mex
ico
Fra
nce
Rom
ania
Kor
ea
Isra
el
Por
tuga
l
Ave
rage
Ser
bia
Chi
le
Cro
atia
Japa
n
Icel
and
Slo
vak
Rep
ublic
Fin
land
Nor
way
Spa
in
Cze
ch R
epub
lic
Den
mar
k
Net
herla
nds
Aus
tral
ia
Sw
eden
Latv
ia
Bul
garia
Est
onia
Ital
y
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
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.366 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
Bra
zil
Kor
ea
Cro
atia
Net
herla
nds
Uni
ted
Sta
tes
Chi
le
Latv
ia
Mex
ico
Por
tuga
l
Ital
y
Ser
bia
Fra
nce
Bul
garia
Abu
Dha
bi (
UA
E)
Slo
vak
Rep
ublic
Pol
and
Mal
aysi
a
Spa
in
Ave
rage
Aus
tral
ia
Sin
gapo
re
Est
onia
Japa
n
Eng
land
(U
K)
Isra
el
Rom
ania
Alb
erta
(C
anad
a)
Sw
eden
Fla
nder
s (B
elgi
um)
-10
-8
-6
-4
-2
0
2
4
6
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.377Distribución de docentes con experiencia en escuelas se-gun 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 experimen-ta-dos que trabajan en
centros con menos dificultades
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.388La 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 stu -dents with behavioural problems
15 o
r le
ss
16-2
0
21-2
5
26-3
0
31-3
5
36 o
r m
ore
10.0
10.5
11.0
11.5
12.0
12.5
13.0
Average Spain
Class size (number of students)
Tea
cher
jo
b s
atis
fact
ion
(le
vel)
Non
e
1% t
o 10
%
11%
to
30%
31%
or
mor
e
10.0
10.5
11.0
11.5
12.0
12.5
13.0
13.5
Average Spain
Students with behavioural problems
Tea
cher
jo
b s
atis
fact
ion
(le
vel)
41%
21%
15%
11%
7%4%
36%
25%
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 directores10
Media
Pol
and
Ser
bia
Cro
atia
Spa
in
Por
tuga
l
Slo
vak
Rep
ublic
Eng
land
(U
K)
Isra
el
Aus
tral
ia
Cze
ch R
epub
lic
Fra
nce
Fin
land
Nor
way
Fla
nder
s (B
elgi
um)
Ital
y
Ave
rage
Bul
garia
Latv
ia
Rom
ania
Bra
zil
Den
mar
k
Est
onia
Mex
ico
Sw
eden
Net
herla
nds
Chi
le
Sin
gapo
re
Icel
and
Alb
erta
(C
anad
a)
Abu
Dha
bi (
UA
E)
Kor
ea
Japa
n
Mal
aysi
a
Uni
ted
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 accounting for socio-economic status
Fig II.3.31111 Elementos no incluidos en la formación de directores
% de directores cuya formación no incluyó:
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31212Falta 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
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 special needs
0 10 20 30 40 50 60
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31414Necesidades de formación profesional de los do-centes
Porcentaje de profesores de educación secundaria obligatoria que indican que tienen una gran necesidad de desar-rollo profesional en las siguientes áreas
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
0 5 10 15 20 25 30 35 40
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31515Desarrollo 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%
0 10 20 30 40 50 60 70 800
10
20
30
40
50
60
70
80
Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
EstoniaSpain
Abu Dhabi (UAE)
Croatia
PolandMexico
Chile Norway
FinlandDenmark
France
Flanders (Belgium)
ItalySweden
Singapore
Malaysia
Serbia
Israel
JapanUnited States
Percentage of teachers who report presently having an assigned mentor to support them
Perc
enta
ge o
f te
ach
ers
work
ing in s
chools
w
here
the p
rinci
pal re
port
s
that
mento
ring
pro
gra
mm
es a
re a
vailable
for
all t
each
ers
in
the s
chool
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31616No donde se reporta que hay “tutoría entre profesores” hay mentores
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31717Acceso 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 pro-fessional formales o informales
SingaporeEngland (United Kingdom)
MalaysiaAustralia
Flanders (Belgium)Netherlands
CroatiaJapan
ItalyBulgaria
Alberta (Canada)Serbia
Slovak RepublicIsraelKorea
Abu Dhabi (United Arab Emirates)France
AverageSweden
DenmarkNorwayIcelandFinland
RomaniaEstonia
ChileCzech Republic
LatviaMexico
BrazilSpain
PolandPortugal
100 80 60 40 20 0 20 40 60 80 100
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 in-duction programme) for new teachers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31818Obstáculos para la participación en el desarrollo profesional
Porcentaje de profesores que están “de acuerdo” o” muy de acuerdo” con que los siguientes elemen-tos suponen un obstáculo para su participación en actividades de desarrollo profesional
Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)
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
0 20 40 60 80 100
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31919 Impacto del desarrollo profesional
…el desarrollo profesional en el que participaron ha tenido im-pacto positivo en su trabajo.
Mas del ¾ docentes dicen que …
España= más del 80%
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.3.32121 De dónde procede el feedback
Icel
and
Fin
land
Sw
eden
Fla
nder
s (B
elgi
um)
Fra
nce
Ital
y
Den
mar
k
Net
herla
nds
Nor
way
Spa
in
Aus
tral
ia
Cro
atia
Alb
erta
(C
anad
a)
Uni
ted
Sta
tes
Japa
n
Por
tuga
l
Ave
rage
Isra
el
Eng
land
(U
K)
Chi
le
Est
onia
Ser
bia
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Mex
ico
Sin
gapo
re
Bra
zil
Kor
ea
Pol
and
Abu
Dha
bi (
UA
E)
Bul
garia
Rom
ania
Latv
ia
Mal
aysi
a
0
10
20
30
40
50
60
70
80
90
100
Analysis of students' test scores Direct classroom observation Assessment of content knowledge
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32222
Feedback al profesorado : Nunca recibieron
Mal
aysi
a
Sin
gapo
re
Pol
and
Bul
garia
Latv
ia
Rom
ania
Cze
ch R
epub
lic
Chi
le
Abu
Dha
bi (
UA
E)
Kor
ea
Slo
vak
Rep
ublic
Est
onia
Uni
ted
Sta
tes
Eng
land
(U
K)
Ave
rage
Japa
n
Sw
eden
Mex
ico
Aus
tral
ia
Ital
y
Ser
bia
Alb
erta
(C
anad
a)
Isra
el
Cro
atia
Fin
land
Net
herla
nds
Den
mar
k
Bra
zil
Por
tuga
l
Icel
and
Spa
in
Fla
nder
s (B
elgi
um)
Nor
way
Fra
nce
0
10
20
30
40
50
60
70
80
90
100
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
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32323 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.3.32424 Consecuencias del feedback
Porcentaje de profesores de educación secundaria obligatoria que está “de acuerdo” o “muy de acuerdo” con:
If a teacher is consistently underperforming, he/she would be dismissed
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
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their work as a teacher
0 20 40 60 80
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32525
Feedback y cambios en la forma de actuar del pro-fesorado
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
Con
fiden
ce a
s a
teac
her
Mot
ivat
ion
Job
satis
fact
ion
Kno
wle
dge
and
unde
rsta
ndin
g of
mai
n su
bjec
t fie
ld(s
)
Tea
chin
g pr
actic
es
Stu
dent
ass
essm
ents
to
impr
ove
stud
ent
lear
ning
Cla
ssro
om m
anag
emen
t pr
actic
es
Met
hods
for
tea
chin
g st
uden
ts w
ith s
peci
al n
eeds
Pub
lic r
ecog
nitio
n
Job
resp
onsi
bilit
ies
Rol
e in
sch
ool d
evel
opm
ent
initi
ativ
es
Am
ount
of
prof
essi
onal
dev
elop
men
t
Like
lihoo
d of
car
eer
adva
ncem
ent
Sal
ary
and/
or f
inan
cial
bon
us
0
10
20
30
40
50
60
70
80
90
100
Average Spain
Personal Pedagogica Professional
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32727 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
0 1 2 3 4 5 6 7 8 9 10
CroatiaFinland Japan
Finland Malaysia PortugalSingapore
Finland Korea
Finland Malaysia
Finland Korea
JapanMalaysiaSweden
IsraelItaly Malaysia
Abu Dhabi (United Arab Emirates)
Flanders (Belgium)
Finland Malaysia
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Number of hours
Spa
in
Icel
and
Fra
nce
Bra
zil
Fla
nder
s (B
elgi
um)
Por
tuga
l
Fin
land
Cro
atia
Ital
y
Isra
el
Sw
eden
Mex
ico
Chi
le
Alb
erta
(C
anad
a)
Uni
ted
Sta
tes
Nor
way
Den
mar
k
Ave
rage
Aus
tral
ia
Mal
aysi
a
Cze
ch R
epub
lic
Bul
garia
Est
onia
Net
herla
nds
Ser
bia
Slo
vak
Rep
ublic
Abu
Dha
bi (
UA
E)
Sin
gapo
re
Eng
land
(U
K)
Pol
and
Rom
ania
Latv
ia
Japa
n
Kor
ea
0
10
20
30
40
50
60
70
80
90
100
Never observe other teachers' classes and provide feedback
Never teach jointly as a team in the same class
Never engage in joint ac-tivities across different classes and age groups (e.g. projects)
Never take part in collabo-rative professional learning
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32828Cooperación entre el profesorado: colaboración profesional
Porcentaje de profesores de educación secundaria obligatoria que informan que nunca realizan las siguientes activi-dades
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33030
Porcentaje de profesores de educación secundaroia obligatoria que están” de acuerdo” o “muy de acuerdo” con las siguientes afirmaciones:
I would recommend my school as a good place to work
I enjoy working at this school
All in all, I am satisfied with my job
0 10 20 30 40 50 60 70 80 90 100
84
90
91
87
89
95
Spain Average
Satisfacción del profesorado con su entorno de trabajo
Mal
aysi
a
Sin
gapo
re
Kor
ea
Abu
Dha
bi (
UA
E)
Fin
land
Mex
ico
Alb
erta
(C
anad
a)
Fla
nder
s (B
elgi
um)
Net
herla
nds
Aus
tral
ia
Eng
land
(U
K)
Rom
ania
Isra
el
Uni
ted
Sta
tes
Chi
le
Ave
rage
Nor
way
Japa
n
Latv
ia
Ser
bia
Bul
garia
Den
mar
k
Pol
and
Icel
and
Est
onia
Bra
zil
Ital
y
Cze
ch R
epub
lic
Por
tuga
l
Cro
atia
Spa
in
Sw
eden
Fra
nce
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33131
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 accounting for socio-economic status
Fig II.3.33232 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 tra-
bajo.
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33333 Acerca de TALIS
an international research consor-
tiumOECD
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
Email: [email protected]:@beatrizpont