48651914ocdeOCDE TALIS ESTUDIO INTERNACIONAL SOBRE LA ENSEÑANZA Y EL APRENDIZAJE by jesus_tellez

OCDE

TALIS

ESTUDIO INTERNACIONAL SOBRE LA ENSEÑANZA Y EL APRENDIZAJE

Enseñanza Desarrollo Profesional Internacional Estudio Internacional sobre la Enseñanza y el Aprendizaje

Estudio

Aprendizaje TALIS 2013

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Participantes de TALIS TALIS 2008: 24 países Países OCDE

Australia Austria Bélgica (Flandes) Dinamarca Hungría Islandia Irlanda Italia Corea México Países Bajos Noruega Polonia Portugal España Turquía

TALIS 2013: Lista provisional de países Economías que no son miembros

Brasil Bulgaria Estonia Lituania Malta Malasia República Eslovaca Eslovenia

Países de la OCDE

Australia Bélgica (Flandes) Canadá (Alberta) Chile Dinamarca Estonia República Checa Finlandia Francia Islandia Israel Italia Japón Corea México Países Bajos Noruega Polonia

Portugal España Suecia Reino Unido (Inglaterra) Estados Unidos Economías que no son miembros

Abu Dabi Brasil Croacia Letonia Malasia Serbia Singapur

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OCDE OECD

OECD

TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje TALIS - OECD Teaching and Learning International Survey

TALIS - OECD Teaching and Learning International Survey

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“El desarrollo del programa del Estudio Internacional sobre la “The development of the OECD Teaching and Learning Enseñanza y Aprendizaje de la OCDE (TALIS) es una contribución International Survey programme (TALIS) significant “The development the OECD Teaching and sobre Learning significativa para la base deofevidencias deisla aOCDE la contribution to the OECD evidence base on education. Survey programme (TALIS) is a poderoso significant educación.International TALIS proporciona un discernimiento contribution to the OECD education.y TALIS provides powerful insight into base working en relación con las condiciones deevidence trabajo dethe losonmaestros TALIS powerful insight into the working conditions ofdeteachers and teaching and learning las prácticas laprovides enseñanza ythe el aprendizaje en las escuelas. conditions of teachers and the teaching and learning practices in schools. As a aresult, helpsus Como resultado, TALIS ayudará que losTALIS países will mejoren practices in schools. As a result, TALIS will help políticas para el desarrollo de una profesión docente de alta countries to improve policies for developing a highcountries to improve policies for developing a highcalidad. quality teaching ” qualityprofession. teaching profession. ”

Barbara Ischinger, Barbara Barbara Ischinger, Ischinger, OECD Director of Education

OECD Director ofde Education Directora de Educación la OCDE

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The ongoing second cycle will take place across OECD and partner countries in 2011-2013 with the first results to be published in 2014. Reporte TALIS 2013.indd 4

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OCDE

TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje

ALIS in a nutshell ALIS inLaaenseñanza nutshell asciende agenda de las políticas ALIS inenalanutshell

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The ongoing secondtocycle will with take other place countries across OECD andsimilar partnerchallenges countries as It allows countries identify facing in 2011-2013 with the first results to be published in 2014. 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.

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TALIS in a nutshell TALIS in a nutshell TALIS in¿De a nutshell que se trata TALIS? TALIS in a nutshell TALIS in a nutshell TALIS in a nutshell

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OCDE

TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje

¿Cómo se diseña y se entrega TALIS? ¿A quien se le aplicará la encuesta?

Las escuelas así como también maestros de escuela, se seleccionarán al azar para participar en TALIS. Por cada país, 200 escuelas y 20 maestros dentro de cada una de esas escuelas serán parte de una muestra en cada una de las poblaciones objetivo. ¿Qué formato tendrá la encuesta?

Se necesitarán alrededor de 45 minutos para completar cada cuestionario. Los cuestionarios de la encuesta TALIS (separados para los maestros y los directores) pueden completarse en línea o con pluma y papel. 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.

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TALIS in a nutshell 8

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TALIS in a nutshell ¿Qué nos informó TALIS 2008? TALIS in a nutshell

Aunque la evaluación y la retroalimentación aumentan la Uno de cada cuatro maestros en la mayoría de los países de satisfacción y la second seguridad cycle en el trabajo de losplace maestros, sólo OECD and TALIS pierde por lo menos el 30% del tiempo en clase, y The ongoing will take across partner countries una minoría de los maestros informó que la evaluación y la algunos pierden más de la mitad, debido a interrupciones y a in 2011-2013 with the first results to be published in 2014. retroalimentación afecten su desarrollo profesional (uno de cada tareas administrativas. (TALIS 2008). cuatro), su avance en la carrera (uno de cada seis) o su salario (uno de cada diez). (TALIS 2008). © OECD 2011

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OECD

TALIS - OECD Teaching and Learning International Survey

OCDE

TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje

Benefits to participating countries Beneficios para los países participantes Norway in TALIS 2008. The results were “ Noruegaparticipated participó en TALIS 2008. Los resultados fueron bien well received and have helped us to focus on teachers’ recibidos y nos han ayudado a concentrarnos en el desarrollo professional appraisal feedback y profesional dedevelopment, los maestros, los sistemasand de evaluación systems, teachers’ role in the classroom, teacherretroalimentación, el papel de los maestros en el salón de clase, student relationship andyschool in general. la relación entre maestros alumnosleadership y el liderazgo escolar en general. Los resultados TALIS también han sidoplanning importantes TALIS results have alsodebeen important in the en lafurther planeación de un desarrollo profesional para of professional development foradicional teachers maestros y directores. Nos helped han ayudado identificar and principals. They have us to a identify the las fortalezas yand las debilidades escuelas noruegas. clave strengths weaknesseseninlasNorwegian schools.LaKey del éxito de TALIS ha sido la buena cooperación con to the success of TALIS has been the good co-operationlos sindicatos de maestros y las autoridades escolares. Cuando with teacher unions and school authorities. When the llegó la oportunidad de unirnos a la segunda ronda de TALIS, opportunity came to join the second round of TALIS, Noruega estaba lista.” Norway was ready.

The findings from TALIS 2008 2008 continuaron continue to inform “ Los hallazgos de TALIS informando the development of policies and initiatives intended sobre el desarrollo de políticas e iniciativas planeadas topara improve quality deofla the Australian teachingde mejorar the la calidad fuerza laboral docente workforce at the national and State/Territory level.de Australia a nivel nacional, estatal y territorial. Una One of our major iniciativas initiatives es is elthe Smarter Schools – nuestras principales acuerdo de Smarter – Improving Teacher Quality NationalPartnership Partnership –Schools Improving Teacher Quality National [Union Nacional de escuelas más inteligentes – mejorando agreement between the Australian Government and la calidad de los maestros) entrethe el quality gobierno states and territories to improve of australiano teaching y losleadership estados y in territorios mejorar de la and schools.paraUnder thisla calidad agreement, enseñanza y el liderazgo en las escuelas. Según este acuerdo, AUD 550 million is being provided for incentives se suministrarán 550 millones de dólares australianos para and supporting structures to address key priorities incentivos y para las estructuras de apoyo que se dirigen a including greater flexibility and innovation in teacher las prioridades clave, incluyendo una mayor ﬂexibilidad e recruitment, management and administración professional innovación entraining, la contratación, capacitación, development. Australia has also joined TALIS 2013. y desarrollo profesional de los maestros. Australia también se unió a TALIS 2013.”

Jannecke Sanne

Anne-Berit Kavli, Kavli, Anne-Berit Presidenta la Chair ofdethe JuntaTALIS de TALIS de los Board of países Participating participantes, Countries, Dirección Noruega para laNorwegian educación for yDirectorate la capacitación, Education and Noruega. training, Norway

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Allan Hird, Allan Hird, Director, Teacher Quality National Director, Maestro Partnership, Sociedad Nacional Australia de Calidad,

Australia

OCDE2011 2011 ©© OECD

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Cronología de TALIS 2013 Enero– Julio 2011

Septiembre 2011

MarzoAbril 2012

OctubreDiciembre 2012

MarzoMayo 2013

Junio 2014

Desarrollo de cuestionarios Piloto Pruebas de campo

Estudio principalHemisferio Sur Estudio principalHemisferio Norte Informe inicial

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OECD

OCDE

TALIS - OECD Teaching and Learning International Survey

TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje

TALIS in aa nutshell TALIS in nutshell TALIS aa nutshell OECD &lathe Directorate for Education OECD y Dirección para la Educación TALIS in in nutshell TALIS in a nutshell TALIS in a nutshell

Enseñanza

Transiciones más allá de la Educación Inicial

StockLib, Fotolia

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A collaborative endeavour between governments, an International Consortium, and the working conditions ofprogramme teachers inpolíticas schools. comunes, identifi can buenas prácticas y coordinan nacionales Educación The first international survey that focuses on the learning environment good practices co-ordinate domestic and international the OECD and and Teachers’ Unions. A collaborative endeavour between governments, an International Consortium,Infantil epolicies. internacionales. Reúne países comprometidos con la democracia y and the working conditions of teachers in schools. It fills important information gaps in the international comparisons of education It brings togetherUnions. countries committed toandemocracy the OECD and Teachers’ Alacollaborative between governments, International Consortium, conThe economía del endeavour mercado para: first international survey programme that focuses on the learning systems. It fills important information gaps in the international comparisons of environment education and the market economy from around the world to:International the OECD and Teachers’ Unions. A collaborative endeavour between governments, an Consortium, and the working conditions of teachers in schools. systems. It fills important information gaps in the international comparisons of education Support sustainable economic growth. the OECD and Teachers’ Unions. Apoyar un crecimiento económico sustentable. It offers an opportunity for teachers and school principals to give yInnovación their input into gesti óneducation de systems. It fills important information gaps in the international comparisons of A collaborative endeavour between governments, an International Consortium, education analysis and policy development in key policy areas. conocimientos. Boost employment. It offers an opportunity for teachers and school principals to give their input into Aumentar el empleo. systems. It fills important information gaps in the international comparisons of education the OECD and Teachers’ Unions. education analysis and policy development in key policy areas. Elevar el estándar de vida. It offers an opportunity for teachers and school principals to give their input into Raise living standards. systems. It allows countries to identify with other countries facingareas. similar challenges as education analysis and policy development in key policy ItMantener offers an opportunity for teachers and school principals to give their input into la estabilidad financiera. Maintain financial stability. It allows fills important information in the countries international comparisons of education them, and to learn from othergaps policy approaches. It countries to identify with other facing similar challenges as education analysis and policy development in key policy areas. Ayudar al desarrollo económico de los países miembros It offers an opportunity for teachers and school principals to give their input into systems. them, and to learn from other policy approaches. It allows countries to non-member identify with other countries facing similar challenges as Assist member and countries’ education analysis and policy in key policy areas. y deongoing los países que no son miembros. The cycle will development take place across OECD and partnerEquidad countries them, and to second learn to from other policy approaches. e It allows countries identify with other countries facing similar challenges as economic development. Contribuir al crecimiento del comercio mundial. It offers an opportunity for teachers and school principals to give Igualdad their input into in 2011-2013 with thecycle first will results toplace be published in 2014. de The ongoing second take across OECD and partner countries them, and to learn to from otherwith policy approaches. It allows countries identify other countries facing similar challenges as Oportunidades Contribute to growth in world trade. education analysis and policy development in key policy areas. in 2011-2013 thecycle first will results be published in 2014. The ongoing with second taketoplace across OECD and partner countries them, and to learn fromactual, other la policy approaches. En The la 2011-2013 economía educación es unaOECD importante in with thecycle first will results toplace be published in 2014. ongoingglobalizada second take across and partner countries It allows countries toeconomy identify other countries facing similar challenges as fuerza motrizglobalised parawith el crecimiento y with eleducation desarrollo. La Dirección para In in today’s is a major driving 2011-2013 the first results to be published in 2014. The ongoing second cycle will take place across OECD and partner countries Resultados, them, andde tola learn from other policy approaches. la Educación OECD se concentra en los retos claves actuales force for growth development. OECDinDirectorate in 2011-2013 withand the first results to beThe published 2014. beneficios y

afor los Education que se enfrentan los sistemas de educación incluyendo cómo focuses onwill current keyacross challenges facing The ongoing second cycle take place and partner countries mejorar la calidad de los maestros, de la enseñanza y delOECD aprendizaje education systems including how to improve the quality in 2011-2013 with the first results to be published in 2014. para proporcionar el conocimiento y las destrezas queto se provide necesitan the of teachers, teaching and learning in order en el siglo XXI. knowledge and skills needed in the 21st century. © OCDE 2011 © OECD 2011

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Educación Superior

Aprendizaje para Adultos

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ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICO www.oecd.org Visite nuestra página web: www.oecd.org/TALIS Escríbanos: Correo electrónico: talis@oecd.org OECD Headquarters 2, rue André-Pascal, 75775 Paris Cedex 16 Francia Librería digital: www.oecd-iLibrary.org Librería: www.oecd.org/bookshop También puede escribirnos a: talis@sep.gob.mx

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