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by Francesca Gottschalk Consultant, Directorate for Education and Skills  Teaching is a demanding profession. Teachers are responsible for developing the skills and knowledge of their students, helping them overcome social and emotional hurdles and maintaining equitable, cohesive and productive classroom environments. On top of their teaching responsibilities, they are also expected to engage in continued professional development activities throughout their careers. The demands of the job are many and varied, and teachers tend to report some of the highest levels of workplace stress of any profession. This contributes to the loss of many talented and motivated individuals from the teaching workforce. Teachers, especially the least experienced, tend to report that student disengagement and misbehaviour is one of the biggest stressors. In fact, terms like “reality shock” or “shattered dreams” are sometimes used to describe what happens when teachers are first put in front of a c...

by Kirsty Williams AM Cabinet Secretary for Education, Welsh Government It’s an exciting time for education in Wales. This was noted by the OECD earlier this year, when it recognised that government and sector are working closely together with a commitment to improvements that are “visible at all levels of the education system”. This week, as Wales’s Education Secretary, I published our new action plan for the next four years. Entitled ‘ Education in Wales: Our national mission ’, it builds on the strong foundations already in place in our system. But we are setting the bar even higher, ambitious as we are in our expectations for our young people, for our teaching profession and for our nation. As a relatively small country and a still-young democracy, we have too often seen these as challenges rather than opportunities. Through the OECD, we have had the opportunity to learn more about other systems and their reform journeys. It is true that no two countries or systems are the same. Ho...

by Dirk Van Damme Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills   In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices. An important dimension of what constitutes an effective doctor today is the ability to incorporate scientific knowledge within one’s own experience and to translate this into a professional encounter with patients through adequate communication, advice and empathy. Is something similar also happening within the teaching profession? Teachers are also knowledge workers. To effectively stimulate students’ learning, teachers constantly draw on a vast repertoire of knowledge. And of course, teachers work with subject knowledge. Maths teachers must have a good grasp of the ma...

by Katarzyna Kubacka Analyst, Directorate for Education and Skills If you were to search for the term teacher professionalism on the Internet, you may come across websites recommending professional dress code or “look” for teachers. Although this may be of some use to a new teacher, appearance is not what most policy makers, school leaders and teachers have in mind when they insist on the need for a quality professional teacher force. So what exactly do we mean when we talk about teacher professionalism? The new Teaching in Focus brief: Teacher professionalism uses results from the Teaching and Learning International Survey (TALIS) to show that teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching. Based on the new OECD report: Supporting teacher professionalism: Evidence from TALIS 2013 , the brief shows that different countries focus on different aspects of teache...

by Marilyn Achiron Editor, Education and Skills Directorate Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students. PISA 2006  asked students from the 60 participating countries and economies what occupation they expected to be working in when they are 30 years old. Some 44% of 15-year-olds in OECD countries reported that they expect to work in high-status occupations that generally require a university degree; but only 5% of those students reported that they expect to work as teachers, one of those professional careers. The numbers are even more revealing when considering the profile of the students who reported that they expect to work as teachers. If you read our report on gender equality in education  published earlier this year, you may remember that girls tend to favour “nurturance-oriented...