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TALISESTUDIO INTERNACIONAL SOBRE LA ENSEÑANZA Y EL APRENDIZAJE
EnseñanzaInternacional
Estudio Internacional sobre la Enseñanza y el Aprendizaje
Estudio AprendizajeTALIS 2013
Desarrollo Profesional
2
TALIS 2008: 24 países
Países OCDEAustraliaAustriaBélgica (Flandes)DinamarcaHungríaIslandiaIrlandaItaliaCoreaMéxicoPaíses BajosNoruegaPoloniaPortugalEspañaTurquía
Participantes de TALIS
Economías que no son miembrosBrasilBulgaria EstoniaLituaniaMaltaMalasia República EslovacaEslovenia
TALIS 2013: Lista provisional de países
Países de la OCDEAustralia Bélgica (Flandes)Canadá (Alberta)ChileDinamarcaEstoniaRepública ChecaFinlandia FranciaIslandia IsraelItaliaJapónCoreaMéxicoPaíses BajosNoruegaPolonia
PortugalEspañaSueciaReino Unido (Inglaterra)Estados Unidos
Economías que no son miembrosAbu DabiBrasilCroaciaLetoniaMalasiaSerbiaSingapur
3TALIS - OCDE Estudio Internacional sobre la Enseñanza y el AprendizajeOCDE
“El desarrollo del programa del Estudio Internacional sobre la Enseñanza y Aprendizaje de la OCDE (TALIS) es una contribución significativa para la base de evidencias de la OCDE sobre la educación. TALIS proporciona un discernimiento poderoso en relación con las condiciones de trabajo de los maestros y las prácticas de la enseñanza y el aprendizaje en las escuelas. Como resultado, TALIS ayudará a que los países mejoren sus políticas para el desarrollo de una profesión docente de alta calidad”.
TALIS - OECD Teaching and Learning International Survey 3OECD
© OECD 2011
“The development of the OECD Teaching and Learning International Survey programme (TALIS) is a signi�cant contribution to the OECD evidence base on education. TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high-quality teaching profession.”
Barbara Ischinger, OECD Director of Education
TALIS - OECD Teaching and Learning International Survey 3OECD
© OECD 2011
“The development of the OECD Teaching and Learning International Survey programme (TALIS) is a signi�cant contribution to the OECD evidence base on education. TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high-quality teaching profession.”
Barbara Ischinger, OECD Director of EducationBarbara Ischinger,
Directora de Educación de la OCDE
Emilio Chuayffet ChemorSecretario de Educación Pública
“En las sociedades modernas, el conocimiento y el análisis del proceso educativo son el insumo principal para la toma de decisiones y, por consiguiente, constituyen la base para la transformación de los sistemas educativos. En este marco, el Estudio Internacional denominado TALIS permitirá contar con información comparativa con otros países sobre las condiciones en las cuales se desarrollan los procesos educativos, especialmente las que tienen que ver con la docencia y la función directiva.
Los resultados que se obtengan permitirán diseñar acciones cuyo objetivo fundamental es la mejora de la docencia. A las autoridades educativas, este estudio les brindará herramientas para elaborar mejores políticas públicas; a los directores y maestros, conocer el funcionamiento de la enseñanza y el aprendizaje en otros países les aportará elementos para incrementar la calidad y la atención a los alumnos; a los académicos, TALIS les ayudará a contar con mayor información de análisis para realizar propuestas que coadyuven en la mejora de la enseñanza; y a la sociedad en general, este estudio internacional le proporcionará información sobre las medidas gubernamentales instrumentadas para el cumplimiento de los objetivos propuestos en la reforma educativa”.
4
Es el primer programa de encuestas internacionales que se concentra en el entorno del aprendizaje y en las condiciones de trabajo de los maestros en las escuelas.
Una actividad en la que colaboran los gobiernos de los paises participantes, un Consorcio Internacional, la OCDE y los Sindicatos de Maestros.
Llena importantes vacíos de información en las comparaciones internacionales de sistemas educativos.
Ofrece una oportunidad para que los maestros y los directores de escuelas den su opinión para el análisis de la educación y el desarrollo de políticas en las áreas de políticas claves.
Permite que los países se identifiquen con otros países que enfrentan retos similares a los suyos, y aprendan de otros enfoques de la política.
El primer ciclo se aplicó en 2008. El segundo ciclo que actualmente está en proceso se llevará a cabo en la OCDE y en los países asociados en 2011-2013 publicándose los primeros resultados en el 2014.
Breve descripción de TALIS
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
5TALIS - OCDE Estudio Internacional sobre la Enseñanza y el AprendizajeOCDE
¿Qué tan bien preparados están los maestros para enfrentar los diversos retos en las escuelas hoy en día?
¿Con cuánta eficiencia la evaluación y la retroalimentación promueven la buena enseñanza y apoyan las necesidades de desarrollo de los maestros?
¿Cómo pueden asegurar los funcionarioss que desarrollan las políticas educativas que los recursos invertidos en el desarrollo profesional de los maestros tengan un impacto positivo en el trabajo de los maestros?
La enseñanza se posiciona en la agenda de las políticas educativas
El primer ciclo de este estudio –TALIS 2008–, se concentró en maestros de la educación secundaria y se llevó a cabo en 24 países en 4 continentes. El segundo estudio –TALIS 2013– tiene un alcance más amplio: más de 30 países o regiones participantes.
TALIS 2013 también proporcionará a estos países la opción de encuestar maestros en escuelas primarias y educación media superior. Además, los países pueden decidir aplicar TALIS 2013 en las escuelas que participen en PISA 2012.
Los maestros y la eficacia de sus enseñanzas son la clave para impulsar en los estudiantes un alto nivel de desempeño. Los países están buscando respuestas a preguntas tales como:
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
6
Los países participantes determinan el enfoque del estudio. Para TALIS 2013, se fortalecieron las correspondientes al entorno profesional de los maestros, las condiciones de la enseñanza y su impacto en la efectividad de la escuela y de los maestros e investigará:
¿De qué se trata TALIS?
La capacitación y el desarrollo profesional del maestro.La evaluación y la retroalimentación de los maestros.El clima en el plantel educativo.El liderazgo escolar.Las creencias de los maestros respecto a la enseñanza.Las prácticas pedagógicas de los maestros.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
7TALIS - OCDE Estudio Internacional sobre la Enseñanza y el AprendizajeOCDE
Las escuelas y los docentes se seleccionarán al azar, a través de una muestra aleatoria. Cada país participa con 200 escuelas y 20 maestros en cada una de las poblaciones objetivos por nivel educativo (Primaria, Secundaria y Media Superior).
Los cuestionarios de la encuesta TALIS se aplicarán a docentes y directores, en un tiempo aproximado de 45 minutos.
Las respuestas de la encuesta son totalmente confidenciales y en ningún momento se identificarán los nombres individuales de los maestros, los directores o las escuelas.
¿A quién y cómo se aplica TALIS?
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
8
¿Qué nos informó TALIS 2008?
Los maestros que reciben más desarrollo profesional, creen que trabajan en forma más efectiva.Los maestros que tienen convicciones más fuertes sobre su método de enseñanza, informan que tienen un comportamiento más colaborativo con sus colegas, relaciones más positivas entre maestros y alumnos, y sienten que son más efectivos. Los maestros que reciben reconocimiento por su buen desempeño por parte del director o de sus colegas, sienten que son más efectivos.El liderazgo escolar parece no aportar directamente al aprendizaje.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
SABÍA USTED QUE…
Aunque la evaluación y la retroalimentación aumentan la satisfacción y la seguridad en el trabajo de los maestros, sólo una minoría de los maestros informó que la evaluación y la retroalimentación afecten su desarrollo profesional (uno de cada cuatro), su avance en la carrera (uno de cada seis) o su salario (uno de cada diez). (TALIS 2008).
Para más información sobre TALIS 2008, Visite: www.oecd.org/TALIS
Informe InternacionalInforme TécnicoBase de datos Internacional y manual de usuarios.Informe Temático sobre el Desarrollo Profesional de los Maestros.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
Países cómo México, han producido informes nacionales visite: www.dgep.sep.gob.mx Los investigadores internacionales usan ésta información.
SABÍA USTED QUE…
Uno de cada cuatro maestros en la mayoría de los países de TALIS pierde por lo menos el 30% del tiempo en clase, y algunos pierden más de la mitad, debido a interrupciones y a tareas administrativas. (TALIS 2008).
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
9TALIS - OCDE Estudio Internacional sobre la Enseñanza y el AprendizajeOCDE
Desarrollo Profesional. 92% de los maestros mexicanos han participado en este tipo de actividades (vs 89% promedio TALIS). En nuestro país, los docentes destinan 34 días a las actividades de desarrollo profesional vs 15 días promedio de los países TALIS. A pesar de ello, México tiene el nivel más alto de demanda insatisfecha de actividades de desarrollo profesional: (85% vs 55% promedio TALIS). Un alto porcentaje de maestros no toman un curso de inducción o programa de tutoría.
Prácticas de la Enseñanza. En México, los maestros reportan que el 69% (vs 80% promedio TALIS) del tiempo de clase es utilizado en la enseñanza y el resto es tiempo perdido en tareas administrativas, siendo éste el porcentaje más elevado de los países participantes.
En promedio, los maestros mexicanos reportan estar satisfechos con su trabajo, aunque esta satisfacción es menor que el promedio de los países TALIS.
Evaluación y Retroalimentación. En cuanto a publicación de resultados de las evaluaciones, en México es más común que en el promedio de los países de TALIS (75% comparados con el 55% del promedio de TALIS).
Liderazgo Escolar. México se encuentra rezagado con respecto a la tendencia internacional. Existen demasiados directores de escuelas cuya preparación en liderazgo pedagógico es limitada y, aunque están sujetos a la rendición de cuentas, no tienen poder de decisión.
Clima y recursos escolares. Más de uno de cada tres profesores trabaja en un centro que, en opinión de su director, sufre la falta de equipamiento adecuado y de apoyo educativo entre otros obstáculos que dificultan una enseñanza eficaz. A esto se suman aspectos negativos del comportamiento de los profesores, tales como ausentismo y falta de preparación pedagógica.
Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS) 69
Figura 3.5. Porcentaje de docentes que realizó distintas actividades de DP
Por otro lado, se pueden observar las cinco actividades de DP que con menor frecuencia fueron
realizadas por los docentes mexicanos (e internacionales): tutoría y observación de pares,
programas de capacitación19, conferencias y seminarios, visitas de observación a escuelas y
redes de desarrollo profesional. Las pocas diferencias que se observan en este sentido se
refieren a que los docentes de los países TALIS asisten más a conferencias y seminarios, y
tienen más redes de desarrollo profesional; mientras que los profesores mexicanos asisten más
a programas de capacitación formales (por ejemplo, diplomados).
En el Anexo 14 se presenta esta información para los docentes mexicanos, de acuerdo con la
entidad federativa de sus escuelas. Al hacer un análisis minucioso de dicha información, se
observa que no hay muchas diferencias entre los estados en ciertas actividades de DP,
mientras que en otras sucede lo contrario. Por ejemplo, las diferencias entre estados respecto al
porcentaje de docentes que ha tomado cursos y talleres, y que realiza diálogos informales sobre
19 Programas formales de capacitación (por ejemplo, un diplomado).
Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS) 169
Figura 7.1. Porcentaje de docentes que respondieron estar “de acuerdo” o “totalmente de acuerdo” en cada uno de los reactivos de la escala de autoeficacia
Debido a la similitud de las respuestas entre los docentes nacionales e internacionales, los
profesores de México obtuvieron una puntuación de 0.08 en la escala de autoeficacia
docente. Estos resultados se pueden interpretar en el sentido de que los profesores
mexicanos se perciben ligeramente con mayores habilidades para enfrentar y resolver
problemas pedagógicos que el promedio de los maestros de los países TALIS (8% de una
desviación estándar).
Respecto a la calidad del ambiente de aprendizaje en el salón de clases de los docentes, la
Figura 7.2 muestra el porcentaje de profesores mexicanos e internacionales que reportaron
estar “de acuerdo” o “totalmente de acuerdo” con cada una de las afirmaciones que
conforman esta escala de clima en el aula. En esta figura se puede apreciar que en los cuatro
reactivos los profesores nacionales obtuvieron puntuaciones mejores que los maestros de los
países TALIS.
102 Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS)
Llama la atención que las puntuaciones de clima en el aula, en opinión de los docentes, sean
mejores en México que en los países TALIS, lo cual no coincide con la opinión de los directores
mexicanos, quienes perciben muchos comportamientos de los estudiantes mexicanos que
amenazan la calidad de la enseñanza que se imparte en su escuela (ver Figuras 2.13a y 2.13b).
La Figura 4.11 muestra el comportamiento de las entidades federativas en este indicador. Como
se podrá observar, los estados de Tlaxcala, Chiapas, Oaxaca y Tabasco tienen las
puntuaciones más altas en cuanto a la disciplina en el salón de clases. En sentido inverso,
Chihuahua, Baja California Sur y Baja California tienen las puntuaciones más bajas de México
(que siguen siendo altas para el promedio internacional). Es importante señalar que en cierta
medida estos resultados son afectados por la cantidad de docentes de cada estado que
imparten clases en las telesecundarias y en las escuelas privadas, modalidades que presentan
puntuaciones muy diferenciadas de clima en el aula.
Figura 4.11. Puntuaciones estandarizadas de los docentes en la escala de clima en el aula (disciplina), por entidad federativa
Por otro lado, la Figura 4.12 muestra el porcentaje de tiempo efectivo de enseñanza que los
docentes mexicanos reportaron dedicar normalmente en una clase, comparado con el tiempo
que les consume dos tipos de actividades que compiten con el proceso de aprendizaje: las
administrativas y las necesarias para mantener el orden en clase. En esta figura se puede
observar que los docentes de los países TALIS dedican a las actividades de enseñanza 79%
del tiempo de clase y el resto lo distribuyen entre las actividades administrativas (8%) y las de
¿Qué informó TALIS 2008 a México?
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
10TALIS - OECD Teaching and Learning International Survey 9OECD
© OECD 2011
Bene�ts to participating countriesNorway participated in TALIS 2008. The results were well received and have helped us to focus on teachers’ professional development, appraisal and feedback systems, teachers’ role in the classroom, teacher-student relationship and school leadership in general. TALIS results have also been important in the planning of further professional development for teachers and principals. They have helped us to identify the strengths and weaknesses in Norwegian schools. Key to the success of TALIS has been the good co-operation with teacher unions and school authorities. When the opportunity came to join the second round of TALIS, Norway was ready.
The �ndings from TALIS 2008 continue to inform the development of policies and initiatives intended to improve the quality of the Australian teaching workforce at the national and State/Territory level. One of our major initiatives is the Smarter Schools – Improving Teacher Quality National Partnership agreement between the Australian Government and states and territories to improve the quality of teaching and leadership in schools. Under this agreement, AUD 550 million is being provided for incentives and supporting structures to address key priorities including greater �exibility and innovation in teacher recruitment, training, management and professional development. Australia has also joined TALIS 2013.
Jan
nec
ke
Sa
nn
e
Anne-Berit Kavli, Chair of the
TALIS Board of Participating
Countries, Norwegian
Directorate for Education and
training, Norway
Allan Hird, Director, Teacher Quality National
Partnership, Australia
Beneficios para los países participantes.“ Noruega participó en TALIS 2008. Los resultados fueron bien recibidos y nos han ayudado a concentrarnos en el desarrollo profesional de los maestros, los sistemas de evaluación y retroalimentación, el papel de los maestros en el salón de clase, la relación entre maestros y alumnos y el liderazgo escolar en general. Los resultados de TALIS también han sido importantes en la planeación de un desarrollo profesional adicional para maestros y directores. Nos han ayudado a identificar las fortalezas y las debilidades en las escuelas noruegas. La clave del éxito de TALIS ha sido la buena cooperación con los sindicatos de maestros y las autoridades escolares. Cuando llegó la oportunidad de unirnos a la segunda ronda de TALIS, Noruega estaba lista.”
Anne-Berit Kavli, Presidenta de la
Junta de TALIS de los países participantes,
Dirección Noruega para la educación y la capacitación,
Noruega.
“Los hallazgos de TALIS 2008 continuaron informando sobre el desarrollo de políticas e iniciativas planeadas para mejorar la calidad de la fuerza laboral docente de Australia a nivel nacional, estatal y territorial. Una de nuestras principales iniciativas es el acuerdo de Smarter – Schools – Improving Teacher Quality National Partnership [Union Nacional de escuelas más inteligentes – mejorando la calidad de los maestros) entre el gobierno australiano y los estados y territorios para mejorar la calidad de la enseñanza y el liderazgo en las escuelas. Según este acuerdo, se suministrarán 550 millones de dólares australianos para incentivos y para las estructuras de apoyo que se dirigen a las prioridades clave, incluyendo una mayor flexibilidad e innovación en la contratación, capacitación, administración y desarrollo profesional de los maestros. Australia también se unió a TALIS 2013.”
Allan Hird,Director, Maestro
Sociedad Nacional de Calidad,
Australia
11TALIS - OCDE Estudio Internacional sobre la Enseñanza y el AprendizajeOCDE
Cronología de TALIS 2013
Enero–Julio 2011
Septiembre 2011 Marzo-Abril 2012
Octubre-Diciembre 2012
Marzo-Mayo 2013
Junio 2014
Desarrollo de cuestionarios
Piloto
Pruebas de campo
Estudio principal-Hemisferio Sur
Estudio principal-Hemisferio Norte
(México en Marzo)
Informe inicial
12
OECD y la Dirección para la EducaciónLa OECD proporciona un marco donde los gobiernos comparan la experiencia en cuanto a las políticas, buscan respuestas a problemas comunes, identifican buenas prácticas y coordinan políticas nacionales e internacionales. Reúne países comprometidos con la democracia y con la economía del mercado para:
Apoyar un crecimiento económico sustentable.Aumentar el empleo.Elevar el estándar de vida.Mantener la estabilidad financiera.Ayudar al desarrollo económico de los países miembros y de los países que no son miembros.Contribuir al crecimiento del comercio mundial.
En la economía globalizada actual, la educación es una importante fuerza motriz para el crecimiento y el desarrollo. La Dirección para la Educación de la OECD se concentra en los retos claves actuales a los que se enfrentan los sistemas de educación incluyendo cómo mejorar la calidad de los maestros, de la enseñanza y del aprendizaje para proporcionar el conocimiento y las destrezas que se necesitan en el siglo XXI.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
© OECD 2011
4
TALIS in a nutshell
The first international survey programme that focuses on the learning environment and the working conditions of teachers in schools.
A collaborative endeavour between governments, an International Consortium, the OECD and Teachers’ Unions.
It fills important information gaps in the international comparisons of education systems.
It offers an opportunity for teachers and school principals to give their input into education analysis and policy development in key policy areas.
It allows countries to identify with other countries facing similar challenges as them, and to learn from other policy approaches.
The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014.
TALIS - OECD Teaching and Learning International Survey 11OECD
© OECD 2011
The OECD provides a setting where governments compare policy experience, seek answers to common problems, identify good practices and co-ordinate domestic and international policies. It brings together countries committed to democracy and the market economy from around the world to:
Support sustainable economic growth.
Boost employment.
Raise living standards.
Maintain financial stability.
Assist member and non-member countries’ economic development.
Contribute to growth in world trade.
In today’s globalised economy education is a major driving force for growth and development. The OECD Directorate for Education focuses on current key challenges facing education systems including how to improve the quality of teachers, teaching and learning in order to provide the knowledge and skills needed in the 21st century.
OECD & the Directorate for Education
Sto
ckLi
b, F
oto
lia
Atención y Educación
Infantil
Innovación y gestión de
conocimientos.
Enseñanza
Transiciones más allá de la
Educación Inicial
Educación Superior
Aprendizaje para Adultos
Resultados, beneficios y ganancias
Equidad e Igualdad de
Oportunidades
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOwww.oecd.orgVisite nuestra página web:www.oecd.org/TALIS y www.dgep.sep.gob.mxEscríbanos:Correo electrónico: [email protected] Headquarters 2, rue André-Pascal, 75775 Paris Cedex 16 FranciaLibrería digital: www.oecd-iLibrary.org Librería: www.oecd.org/bookshop
Subsecretaría de Planeación y Evaluación de Políticas Educativas
Dirección General de Evaluación de Políticashttp://www.dgep.sep.gob.mx/3601 1000 ext. 62022También puede escribirnos a: [email protected]
© OCDE
