Teaching Practices and Pedagogical Innovations: Evidence from TALIS

OECD Publishing, September 2012, Pages: 172

The pressure to increase equity and improve educational outcomes for students is growing around the world. Teaching practices, in contrast to student background variables such as socio-economic status and cultural capital, are factors affecting student learning that are more readily modifiable. moreover, additional professional practices have received attention, especially those that help transform the school into a professional learning community.

Fortunately, teaching practices help shape the learning experiences and increase motivation and achievement for students. In addition, it has been revealed that when teachers collaborate well together they also tend to work better with students. This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.

This practical book enables a more comprehensive understanding of teaching practice and participation in professional learning communities nationally and internationally. It provides policy makers and other key stakeholders with the relevant information they need for educational system monitoring.

Chapter 1. Introduction
-Rationale and aims of the report
-Outline of the report
-Background and main findings
-Readers’ guide
-References

Chapter 2. Teachers’ Professional Practices
-Highlights
-Classroom teaching practices
-Philosophies of learning and teaching
-Research in educational effectiveness
-Correlates of classroom teaching practices
-Professional learning communities
-Conditions that facilitate the development of professional learning communities
-Formal conditions at the school level
-Social conditions at the school level
-Teachers’ professional practices in a cross-national comparison
-Teachers’ professional practices and educational innovation
-Conclusions
-References

Chapter 3. Analysing Teachers’ Professional Practices with TALIS Data
-Highlights
-Teaching Practices in TALIS 2008
-Professional Learning Communities in TALIS 2008
-Other Relevant Variables in TALIS 2008
-Measures
-Items and scales used in latent profile analysis
-Items and scales used as independent variables in multilevel latent profile regression analysis
-Single items
-Indices and scales
-Participants
-Statistical modelling
-Analytic sequence
-References

Chapter 4. Profiles of Teachers’ Professional Practices
-Highlights
-Latent profiles of classroom teaching practices
-Country-specific results: Classroom teaching practices
-Summary of country-specific effects on profiles of classroom teaching practices
-Teacher-level effects across countries
-School-level effects across countries

Chapter 5. Profiles of Participation in Professional Learning Communities
-Highlights
-Latent profiles of participation in professional learning communities
-Country-specific results: Participation in professional learning communities
-Summary of country specific effects on profiles of participation in professional learning communities
-Teacher-level effects across countries
-School-level effects across countries

Chapter 6. Key Findings and Policy Implications
-Highlights
-Cross-national comparisons of latent profiles of professional practices
-Regressions of latent profiles on teacher- and school-level variables
-Summary
-Conclusions
-References

Annex A. Multilevel Latent Profile Analysis
-Multilevel latent class analysis
-Addition of predictors to the MLPA model
-Estimation of the multilevel latent profile model
-Measures of model adequacy
-References

Annex B. Model Fit for Latent Profile Analysis with Different Numbers of Profiles

Annex C. Results of Multilevel Multinomial Regression Analyses

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