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Title page
Contents
ACKNOWLEDGEMENTS 4
ABSTRACT 5
RESUME 5
CHAPTER 1: THE INNOVATIVE TEACHING FOR EFFECTIVE LEARNING (ITEL) TEACHER KNOWLEDGE SURVEY 12
Introduction 12
The teacher knowledge survey instrument 14
Conceptual framework of professional competence 14
Teacher Knowledge Survey instrument 17
Conclusions and reflections 22
CHAPTER 2: DATA COLLECTION AND VALIDATION OF INSTRUMENTS 24
Introduction 24
Sampling and data collection 24
Assessment data 25
Institutional and system level data 26
Validation of the assessment framework 27
Summary of methodological considerations and recommendations 33
CHAPTER 3: THE CONTEXT OF TEACHER EDUCATION IN THE PARTICIPATING COUNTRIES AND INSTITUTIONS 36
The wider context: The teaching profession in participating countries 36
Teacher education at the country and institutional levels 41
The bottom line 52
CHAPTER 4: TEACHERS' PEDAGOGICAL KNOWLEDGE 53
Introduction 53
The ITEL TKS assessment results 56
Thematic analysis of sub-dimensions 64
Conclusions and recommendations for a large-scale study 68
CHAPTER 5: TEACHERS' OPPORTUNITIES TO LEARN 69
Introduction 69
Opportunities to learn: The content and quality of teacher learning in initial teacher education and professional development 69
Relationship between pedagogical knowledge and opportunities to learn 82
Conclusions and recommendations for the further development of the instrument 84
CHAPTER 6: DRIVERS OF TEACHERS' PROFESSIONAL COMPETENCE 86
Introduction 86
Teacher self-efficacy 87
Teacher self-responsibility 91
Motivations for teaching 94
Goal orientations 97
Enthusiasm 98
Commitment to teaching 99
Conclusions and recommendations 103
CHAPTER 7: THE PENDING AGENDA 105
Introduction 105
Knowledge as a complex system 106
Conclusions and recommendations for next steps 108
ANNEX I. ITEL TEACHER KNOWLEDGE SURVEY 2016 DATA 114
ANNEX II. DESCRIPTION OF CONSTRUCTS AND SCALES 127
ANNEX III. ITEL TEACHER KNOWLEDGE SURVEY INSTRUMENT 136
ANNEX IV. VALIDATION OF THE PEDAGOGICAL KNOWLEDGE INSTRUMENT 136
REFERENCES 137
Table 1.1. Description of the ITEL TKS assessment framework and selected topics 18
Table 1.2. Supplementary measures of pedagogical knowledge 19
Table 1.3. Dimensions of opportunities to learn in the ITEL TKS 21
Table 1.4. Teacher motivation dimensions with constructs and scales 22
Table 2.1. Sampling framework - Individual level criteria 25
Table 2.2. Courses taught by teacher educators 25
Table 2.3. Final sample sizes 26
Table 2.4. Example of Group 3 items in the teacher sample 30
Table 2.5. Validation - Teacher and teacher candidate samples 32
Table 2.6. Summary of items in groups 2 and 3, by thematic orientation and type of knowledge 32
Table 4.1. Items characterised by ease/difficulty along the proficiency scale, by dimension 57
Table 4.2. Pedagogical knowledge profiles by country and sample 60
Table 5.1. Stage of study of teacher candidates 71
Table 6.1. Scales in the self-efficacy construct 87
Table 6.2. Quality of teaching practice: constructs and scales in the ITEL TKS 88
Table 6.3. Scales in the self-responsibility construct 91
Table 6.4. Scales in the motivations for teaching construct 94
Table 6.5. Commitment to teaching scales 100
Figure 1.1. Conceptual framework of teachers' professional competence 16
Figure 1.2. Item illustrating the learning process dimension 20
Figure 2.1. Completion of the assessment by sample and by country 27
Figure 2.2. Item characteristic curve example of Group 1: Satisfactory differentiation in teacher candidate sample 29
Figure 2.3. Item characteristic curve example of Group 2: Poor differentiation in teacher sample 29
Figure 2.4. Item as part of core knowledge on teacher sample (left) and teacher candidate sample (right) 31
Figure 2.5. Item as part of 21st century key demands in teacher sample (left) and teacher candidate sample (right) 31
Figure 3.1. Age distribution of teachers in lower secondary education (2015); Distribution of teachers in educational institutions, by age group 36
Figure 3.2. Age distribution of teachers in the ITEL TKS 37
Figure 3.3. Age distribution of teacher candidates in the ITEL TKS 37
Figure 3.4. Gender distribution of teachers in the ITEL TKS 38
Figure 3.5. Gender distribution of teacher candidates in the ITEL TKS 38
Figure 3.6. Lower secondary teachers' salaries at different points in their careers 39
Figure 3.7. Teacher professionalism in Estonia, the Slovak Republic and Israel as measured by TALIS 40
Figure 3.8. Participation in professional development activities 41
Figure 3.9. Initial teacher education for subject teachers in general education in Estonia 43
Figure 3.10. Initial teacher education in Greece 45
Figure 3.11. Initial teacher education in Hungary 47
Figure 3.12. Initial teacher education in Israel 49
Figure 3.13. Initial teacher education in the Slovak Republic 51
Figure 4.1. Profile 1.1. High assessment, modest instruction, low learning 58
Figure 4.2. Profile 1.2. High assessment, modest learning, low instruction 58
Figure 4.3. Profile 1.3. High assessment, balanced learning and instruction 59
Figure 4.4. Profile 2. High Instruction 59
Figure 4.5. Profile 3. Balanced 60
Figure 4.6. Profile of Teachers, Teacher candidates and Teacher Educators in Estonia 61
Figure 4.7. Teachers, Teacher candidates and Teacher Educators in Greece 62
Figure 4.8. Profile of Teachers, Teacher candidates and Teacher Educators in Hungary 62
Figure 4.9. Profile of Teachers, Teacher candidates and Teacher Educators in Israel 63
Figure 4.10. Profile of Teachers, Teacher candidates and Teacher Educators in the Slovak Republic 64
Figure 4.11. Profile of teacher candidates, teachers and teacher educators per sub-dimension 66
Figure 4.12. Knowledge profiles based on type of knowledge, thematic orientation and cognitive demand 67
Figure 5.1. Opportunities to learn pedagogical content in the three main dimensions 70
Figure 5.2. Percentage of respondents reporting having learnt about various aspects of teaching diverse classrooms (international pooled data) 73
Figure 5.3. Percentage of respondents reporting having learnt about three selected aspects of teaching diverse classrooms 74
Figure 5.4. Percentage of respondents reporting having learnt about 21st century pedagogies versus educational and learning theories 76
Figure 5.5. Percentage of respondents reporting having learnt about certain 21st century pedagogies 78
Figure 5.6. Quality of opportunities to learn in initial teacher education and professional development 79
Figure 5.7. Opportunities to learn: Methods used by teacher educators at lectures and seminars 80
Figure 5.8. Engagement with and in research 81
Figure 5.9. Percentage of pedagogical knowledge items that show a relationship with corresponding opportunities to learn 82
Figure 6.1. Percentage of respondents who feel high self-efficacy in instructional strategies and classroom management 88
Figure 6.2. Frequency of various assessment practices 89
Figure 6.3. Percentage of respondents who feel very efficacious in engaging students in school 90
Figure 6.4. Self-responsibility in quality of teaching and relationships with students 92
Figure 6.5. Teacher responses to 'I would feel personally responsible if a student of mine had very low achievement' 93
Figure 6.6. Percentage of teachers who report intrinsic/extrinsic factors as very important in the decision to enter teaching 95
Figure 6.7. Percentage of teachers who report their abilities as very important in the decision to enter teaching 96
Figure 6.8. Percent of teachers agreeing with the statement 97
Figure 6.9. Enthusiasm in teachers and teacher candidates 99
Figure 6.10. Planned persistence in teachers versus teacher candidates: pooled data 100
Figure 6.11. Willingness to invest personal time across the pooled sample 102
Figure 6.12. Interest in professional development in teachers and teacher candidates 103
Boxes
Box 1.1. Conceptualising knowledge and learning 15
Box 1.2. Testing methods 20
Box 4.1. What do we mean by a score? 56
Box 4.2. Is teacher knowledge relevant to 21st century teaching? 67
Box 5.1. Opportunities to learn about teaching diverse classrooms in the ITEL TKS instrument 72
Box 5.2. Opportunities to learn 21st century teaching in the ITEL TKS instrument 75
Box 5.3. Gamification as an innovative pedagogy 77
Box 5.4. Knowledge dynamics in the teaching profession 81
Box 6.1. Teachers' self-reported practices: an example in use of assessment 88
Box 6.2. Self-Responsibility for student learning: Examining the distribution 93
Box 6.3. Social career value in ITEL and TALIS 97
Annex Tables
Table I.3.1/Table I.3.2. Age distribution of teachers in the ITEL TKS 114
Table I.3.2/Table I.3.3. Age distribution of teacher candidates in the ITEL TKS 114
Table I.3.3/Table I.3.4. Gender distribution of teachers in the ITEL TKS 114
Table I.3.4/Table I.3.5. Gender distribution of teacher candidates in the ITEL TKS 114
Table I.4.5 to I.4.9/Table I.4.6 to I.4.10. Pedagogical knowledge of teachers, teacher candidates and teacher educators in the ITEL TKS 115
Table I.4.10/Table I.4.11. Profile of teacher candidates, teachers and teacher educators per sub-dimension 115
Table I.4.11/Table I.4.12. Knowledge profiles based on type of knowledge, thematic orientation and cognitive demand 115
Table I.5.1. Opportunities to learn pedagogical content in the three main dimensions 116
Table I.5.2. Opportunities to learn about teaching diverse classrooms (pooled data) 116
Table I.5.3. Opportunities to learn about teaching diverse classrooms (by country) 116
Table I.5.4. Opportunities to learn 21st century pedagogies versus educational and learning theories (pooled data) 117
Table I.5.5. Opportunities to learn 21st century pedagogies versus educational and learning theories (by country) 117
Table I.5.6. Quality of opportunities to learn in initial teacher education and professional development 118
Table I.5.7. Opportunities to learn: Methods used by teacher educators at lectures and seminars 118
Table I.5.8. Engagement with and in research 119
Table I.5.9. Pedagogical knowledge items that show a relationship with corresponding opportunities to learn 119
Table I.5.10. Relationship between professional collaboration and engagement in and with research 120
Table I.5.11. Relationship between professional collaboration and engagement in and with research 120
Table I.6.1. Self-efficacy in instructional strategies and classroom management 120
Table I.6.2. Instructional quality: Frequency of various assessment practices 121
Table I.6.3. Self-efficacy in student engagement 121
Table I.6.4. Self-responsibility in quality of teaching and relationships with students 121
Table I.6.5. Teacher responses to ''I would feel personally responsible if a student of mine had very low achievement'' 122
Table I.6.6. Intrinsic and Extrinsic motivations for teaching 122
Table I.6.7. Ability as a motivation for teaching 122
Table I.6.8. Social career value as a motivation for teaching 123
Table I.6.9. Enthusiasm 123
Table I.6.10. Planned persistence in teachers versus teacher candidates 123
Table I.6.11. Willingness to invest personal time across the pooled sample 124
Table I.6.12. Interest in professional development in teachers and teacher candidates 124
Table I.6.13. Relationships between self-efficacy in instructional strategies and use of assessment 124
Table I.6.14. Relationships between self-efficacy subscales and scope of field experience, teacher candidates 125
Table I.6.15. Relationship between self-efficacy and professional collaboration 125
Table I.6.16. Relationship between self-responsibility and self-efficacy 125
Table I.6.17. Relationship between social goals of teachers and social support for students 125
Table I.6.18. Relationship between enthusiasm and self-efficacy in student engagement 126
Table I.6.19. Relationships between planned persistence and intrinsic motivation and self-efficacy 126
Table I.6.20. Relationship between self-efficacy in student engagement and willingness to invest personal time 126
Table II.5.1. Opportunities to learn the main knowledge dimensions: Instructional process; Learning process; Assessment 127
Table II.5.2. Quality of opportunities to learn: Quality of Instruction; Demands; Student Agency 129
Table II.5.3. Research activities: Engagement in research, and with research 129
Table II.5.4. Professional collaboration 130
Table II.5.5. Field experience: Quantity of Experiences; Scope of Experiences; Professional Support 130
Table II.5.6. Performance Evaluation of teacher educators 131
Table II.5.7. Teaching Practices of teacher educators 131
Table II.6.1. Quality of teaching practice 132
Table II.6.2. Teacher Self-efficacy scale 133
Table II.6.3. Motivations for teaching scale 134
Table II.6.4. Goal orientations 134
Table II.6.5. Teacher self-responsibility 134
Table II.6.6. Intrinsic orientations 135
Table II.6.7. Commitment to teaching 135
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