What Did We Learn About Our Teachers and Principals? Results of the TALIS-2013 International Comparative Study

Мarina, Pinskaya; Lenskaya, Elena; Ponomareva, Alena; Brun, Irina; Kosaretsky, Sergey; Savelyeva, M.B.

doi:10.1080/10609393.2016.1298372

Cited by 4 publications

(3 citation statements)

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“…They are not well equipped, they are housed in old buildings, and the teachers are generally retired or close to retirement age...Not surprisingly, schools located on the far periphery, as a rule, regularly turn out low educational results" (Valeeva, Vlasova, and Monakhov, 2010, p. 33) At the time, Valeeva et al (2010) found well-funded schools graduated two and a half times more students than poorly-funded schools, thus reinforcing social inequality. Years later, Pinskaya et al (2016) examined data collected by the Organization for Economic Cooperation and Development (OECD) and found teachers working with the most challenging students had lower educational qualifications and less training than teachers working at well-resourced and comfortable schools.…”

Section: Socioeconomic Disparity In Educational Settingsmentioning

confidence: 99%

Examining the Challenges and Practices of our Russian Partners in the Institution of Teacher Librarianship

Green¹,

Johnston²

2021

slw

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Examining international teacher librarianship enables school library researchers and practitioners to continue uncovering the institutional factors that impact school librarianship; further strengthening the case for cross-cultural partnerships. In 2015, researchers conducted an institutional ethnography confirmatory study of school librarianship in Moscow, Russia. Emergent themes culled from previous research and confirmed in this new study were: collaboration, literacy, instruction, technology integration, and the learning environment. Confirmation of these themes in Russian school librarianship indicates teacher librarians around the world struggle with strikingly similar challenges despite varied contexts and socioeconomic situations.

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Section: Socioeconomic Disparity In Educational Settingsmentioning

confidence: 99%

Examining the Challenges and Practices of our Russian Partners in the Institution of Teacher Librarianship

Green¹,

Johnston²

2021

slw

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“…TALIS has a dominant position in teacher quality studies. TALIS is conducted by the Organization for Economic Cooperation and Development to collect and compare information about teachers and executives in different countries in key areas: training and professional development of teachers, learning results assessment, school management, objectives of pedagogical work and teacher practice, job satisfaction and confidence in professional abilities (Pinskaya et al, 2016). The materials of the international study of teaching and learning for 2009, 2013 and 2018 formed the basis of research in different countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2020

EUR J MATH SCI ED

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The quality of science education teachers' work determines the effectiveness of education and science education programs in many respects. Given that the results of students are not the same for teachers with the same formal characteristics, we formulate the research problem: when assessing the effectiveness of teachers, we can distinguish a system of indicators that affect the effectiveness of education and educational programs. The purpose of this article is to analyze the quality of work of science education teachers in the Kirov region and their teaching practice. The leading research methods in this case are the concept of the third international study of teaching and learning "Teaching and Learning International Survey", collecting data obtained through a questionnaire of science education teachers, analyzing the quality of work and conditions of pedagogical practices, statistical processing of the research results, modeling and conversations with heads of secondary schools and representatives of executive authorities. As a result of a study conducted in 2017-2020, in which 1146 teachers of secondary schools of the European part of Russia took part, including 310 science education teachers, the author of the article found: the workload of a school teacher of science education is 0.65; subjects teachers spend on average 42.2 hours every week to perform their official duties, urban teachers have more work than rural teachers; with age, teachers of science education have a partial redistribution of labor activity from teaching to administrative work; actual teaching takes 53% of working time in the structure of workload for teachers of science education; teachers evaluate the completeness of their knowledge upon completion of training at the level of 38% of the required level for performing labor activities; there is a predominant share of teachers with a moderate level of need for knowledge in most areas of professional development. The results of the study allow us to develop a set of group measures for training and methodological support of science education teachers. These measures should take into account the specifics of workload and the characteristics of professional deficits.

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“…TALIS occupies a prevailing position in quality research. TALIS is conducted by the Organization for Economic Co-operation and Development to collect and compare information about teachers and managers in different countries in key areas: teachers' training and development, assessment of academic results, school management, pedagogical work and teachers practice goals, job satisfaction and confidence in their professional skills (Pinskaya, Lenskaya, Ponomareva, Kosaretsky, & Savelyeva, 2016). The materials of the international study of teaching and learning for 2009, 2013 and 2018 formed the basis of studies in different countries.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Utemov¹

2019

ARPHA Proceedings

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There is no doubt that the characteristics of the pedagogical community influence the quality of school education: its problems are often associated with the effectiveness of teachers training and their professional growth. On the other hand, the quality of the school environment and the conditions of pedagogical work are important factors for both the positive education of schoolchildren and its real results. In this perspective, the effectiveness of the education system becomes apparent in comparison with similar systems. That is why the data of international empirical studies aimed at studying the quality of education today are extremely important both for the country as a whole and for its different regions. To take measures for the development of the pedagogical community of the Kirov region, we made a comprehensive analysis of the teaching staff of the regional pedagogical community. The concept is based on materials from the third international study Teaching and Learning International Survey (TALIS 2018). The purpose of this article is to compare the qualities of regional school teachers and their pedagogical practice with similar indicators in foreign countries. The author of the article, on the grounds of the comparison of working conditions, professional education and development of teachers, justifies the need for administrative decisions in personnel policy. The leading research methods here are the collection of data, obtained by questioning in maintaining feedback from teachers, analyzing the conditions of pedagogical practices, modeling and statistical processing of research results. As a result of a study conducted in 2018-2019, in which 1025 teachers of secondary schools from the Kirov region took part, the author of the article found: teachers spend, on the average, 44 astronomical hours per week to perform their duties, besides it takes urban teachers 4 hours more to make their work as compared with rural teachers; the teaching load of the younger age group teachers is 1.5 times greater than that of the older age group teachers; foreign teachers spend 6 hours a week less to perform their official duties in comparison with teachers of the Kirov region; teachers spend most of their time on individual planning, preparing for lessons, and on general administrative work, while participating in extracurricular activities and communicating with parents takes the least amount of time in the structure of official duties. The professional knowledge of teachers acquired in the process of their education is estimated below the average level from the level of full preparedness to perform their professional duties; every fifth educator notes a high interest in learning the technologies of individual teaching, teaching children with special needs and class supervision issues. The theoretical significance of the article is due to its contribution to the * Corresponding author. E-mail address: vv_utemov@vyatsu.ru Vyacheslav V. Utemov / Proceedings IFTE-2019 development of scientific ideas about the quality...

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What Did We Learn About Our Teachers and Principals? Results of the TALIS-2013 International Comparative Study

Cited by 4 publications

References 0 publications

Examining the Challenges and Practices of our Russian Partners in the Institution of Teacher Librarianship

Examining the Challenges and Practices of our Russian Partners in the Institution of Teacher Librarianship

Untitled

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

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