What difference do standards make to educating teachers?

Abstract

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

Standards of teacher competencies in Serbia: Comparative analysis with selected countries

“…• Увела их је 2013. године Естонска агенција за квалификације. • Развијени су кроз консултације универзитетских професора, наставника и директора школа (преко њихових националних асоцијација и синдиката), локалних и националних доносилаца одлука, преко општина и Министарства образовања и истраживања (Révai, 2018 (Bourgonje & Tromp, 2011). Такође, Наставничка кооператива (Onderwijscoöperatie) која је водила процес ревизије оквира расформирана је због тога што није имала довољну подршку наставника (Eurydice, 2018).…”

“…• Конкретно, стандарди се користе у процесу акредитације и напредовања у каријери наставника: (1) најнижи ниво стандарда -дипломски стандарди -чине основу за акредитацију програма иницијалног образовања наставника и за иницијалну сертификацију наставника; (2) напредни стандарди налазе се у основи пуне сертификације наставника и акредитације, као и за поступке годишње процене (AITSL, 2011). • Стандарди се ређе користе за професионални развој и саморефлексију наставника 8 (Révai, 2018).…”

“…• Стандарди служе као основа за креирање наставног плана и програма за школовање наставника, лиценцирање и напредовање у каријери, те као помоћ у процени наставника и изборима током професионалног развоја (Révai, 2018). • Савладавањем програма иницијалног образовања наставника добија се лиценца за наставу .…”

“…• Савладавањем програма иницијалног образовања наставника добија се лиценца за наставу . Да би стекле права на лиценцирање, институције треба да докажу да њихов наставни план и програм припрема студенте за све компетенције које су дефинисане у стандардима (Révai, 2018). • Формативне процене наставника у школама обично се не врше у складу са наставничким стандардима .…”

Teacher professional standards to support teacher quality and learning in Estonia

“…However, there are very few studies on how well this has been achieved. Révai (2018) analysed how standards could make a difference to educating teachers. She concluded that the alignment of standards and teacher education was difficult to achieve because of different conceptualisations of professional knowledge.…”