Børne- og Undervisningsudvalget 2013-14
BUU Alm.del Bilag 191
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DENMARK
Key Findings from the Teaching and Learning International Survey (TALIS)
1
Teachers in Denmark have high levels of job satisfaction
•
In Denmark, 95% of lower secondary teachers enjoy working at their current school, slightly more than
the average of 90% across the countries that participated in TALIS. A similar number of lower
secondary teachers in Denmark also report being satisfied with their job overall.
As in most other countries, a large majority of lower secondary teachers in Denmark do not perceive
the teaching profession as being valued in society. However, 9 in 10 agree that the advantages of
being a teacher clearly outweigh the disadvantages.
•
Feedback can have positive effects, yet many teachers in Denmark do not receive feedback
•
One way to further develop teachers’ job satisfaction and improve the quality of teaching might be to
ensure that all teachers benefit from relevant feedback. While most teachers in Denmark report
receiving feedback on their work, either from other teachers or from the school principal, a relatively
large minority of teachers do not benefit from any feedback: 22% of teachers in Denmark report never
having received feedback in their current school, above the TALIS average of 12%. The most commonly
reported ways for teachers in Denmark to receive feedback are through classroom observations or
following analysis of student test scores.
Teachers in Denmark report a need for professional development to teach students with
special needs, but are less likely than their colleagues in other countries to get development
in this area
•
Teaching students with special needs is the area for which the largest proportion of lower secondary
teachers in Denmark reports a need for further professional development: 28% of teachers in Denmark
report a high need for development in this area.
Despite this high need, the proportion of lower secondary teachers in Denmark who participate in
professional development in this area is lower than the TALIS average (25% vs. 32%).
School principals’ strategic involvement in their school development plan may help promote teachers’
engagement in professional development: Lower secondary teachers in Denmark whose school
principal works on a professional development plan for the school are around 50% more likely to have
received professional development in the previous 12 months than teachers in schools without a
development plan.
•
•
Teachers in Denmark report that they more often use small group collaboration in their class
than they do projects that require at least one week to complete
•
Lower secondary teachers in Denmark are more likely to ask students to work in small groups to come
up with a joint solution to a problem or task than their colleagues in other countries (80% of teachers
in Denmark frequently use this teaching practice compared with the TALIS average of 47%). However,
they are slightly less likely than lower secondary teachers in other countries to ask students to work on
projects that require at least one week to complete (23% of teachers in Denmark frequently use this
teaching practice compared with the TALIS average of 27%).
1
The results presented here represent lower secondary teachers and their school leaders.
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DENMARK
–
Country Note
–Results from TALIS 2013
The typical teacher, principal and school environment in Denmark
Typical lower secondary teacher in TALIS countries
68%
are women
Is
43
years old on average
Typical lower secondary teacher in Denmark
60%
are women
Is
45
years old on average
91%
completed university or other equivalent higher education
90%
completed a teacher education or training programme
Has an average of
16
years of teaching experience
82%
are employed full time and
83%
have a permanent contract
Teaches in a class with
24
students on average
97%
completed university or other equivalent higher education
94%
completed a teacher education or training programme
Has an average of
16
years of teaching experience
90%
are employed full time and
96%
have a permanent contract
Teaches in a class with
21
students on average
Typical lower secondary principal in TALIS countries
51%
are men
Is
52
years old on average
Typical lower secondary principal in Denmark
68%
are men
Is
53
years old on average
96%
completed university or other equivalent higher education
90%
completed a teacher education or training programme,
85%
a school administration/principal training programme
and
78%
instructional leadership training
Has an average of
9
years of experience as a principal
and
21
years of teaching experience
62%
are employed full time without teaching obligations
and
35%
are employed full time with teaching obligations
Works in a school with
546
students and
45
teachers on average
99%
completed university or other equivalent higher education
88%
completed a teacher education or training programme,
55%
a school administration/principal training programme
and
87%
instructional leadership training
Has an average of
13
years of experience as a principal
and
18
years of teaching experience
67%
are employed full time without teaching obligations
and
33%
are employed full time with teaching obligations
Works in a school with
401
students and
33
teachers on average
Impact of teacher feedback in Denmark
Percentage of lower secondary teachers who report a moderate or large positive change
in these areas after they received feedback on their work
%
70
60
50
40
30
20
10
0
62
Teaching practices
TALIS average
Denmark
50
36
40
45
Methods for teaching students with
special needs
59
Student assessments to improve
student learning
•
TALIS shows that the perceived impact of the feedback that teachers receive from their school
principal, the management team or from other teachers varies from country to country.
Compared with teachers in other countries, teachers in Denmark are less likely to report that
the feedback they received led to positive changes in their teaching practices, their methods
for teaching special-needs students or their use of student assessment to improve student
learning. The area in which the largest share of teachers in Denmark reported a positive change
after they received feedback was in their confidence as a teacher (65%).
2
© OECD
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DENMARK – Country Note –Results from TALIS 2013
Participation in professional development (PD) in Denmark
Participation rates and average number of days for each type of professional development
in the 12 months prior to the survey
TALIS average
0
%
20
40
60
Denmark
80
71
73
44
100
Average number of
days of
participation
•
Courses / workshops
8
4
Education conferences or seminars
36
19
4
2
Observation visits to other schools
6
14
3
5
In-service training in business, public org., NGO
5
7
7
More than 7 in 10 teachers in
Denmark participated in courses
or workshops over the past
12 months. However, while
teachers on average across TALIS
countries spent eight days on
courses and workshops, teachers
in Denmark spent only four days
on these professional
development activities.
10% of teachers in Denmark
reported having taken part in a
qualification programme during
the last year. This is less than the
average of 18% across TALIS
countries.
Network of teachers
37
41
•
Individual or collaborative research
19
18
31
Qualification programme
10
•
Observation visits to other schools are less common among teachers in Denmark (6%) than the
average for all TALIS countries (19%), but those teachers in Denmark who do visit other schools
spend more time on this activity (five days on average) than the average across other countries
(three days).
Teachers’ work in Denmark
Lower secondary teachers’ reported working hours per week and
distribution of time spent in the classroom during an average lesson
•
Teachers in Denmark report
working 40 hours on average in
a full calendar week, slightly
above the average of 38 hours
for all TALIS countries.
Teachers in Denmark report
spending 19 hours per week
teaching, similar to the average
for all countries.
In a typical lesson in Denmark,
84% of the time is spent on
actual teaching and learning.
This is more than the TALIS
average of 79%.
Teachers in Denmark report
spending less time keeping order
in the classroom (10% of the
typical lesson time) than the
average across other countries in
TALIS (13% of lesson time).
•
•
•
© OECD
3
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DENMARK – Country Note –Results from TALIS 2013
What is TALIS?
The
Teaching and Learning International Survey (TALIS)
collects internationally comparable data on
the learning environment and the working conditions of teachers in schools across the world with the
aim to provide valid, timely and comparable information from the perspective of practitioners in
schools to help countries review and define policies for developing a high-quality teaching profession.
Cross-country analysis from TALIS enables countries to identify other countries facing similar
challenges and to learn from other policy approaches.
Recruiting, retaining and developing teachers are vital in ensuring high-quality student outcomes in
school systems worldwide. TALIS examines the ways in which teachers’ work is recognised, appraised
and rewarded and assesses the degree to which teachers perceive that their professional development
needs are being met. The study provides insights into the beliefs and attitudes about teaching that
teachers bring to the classroom and the pedagogical practices that they adopt. Recognising the
important role of school leadership, TALIS examines the roles of school leaders and the support that
they give their teachers. Finally, TALIS examines the extent to which certain factors relate to teachers’
reports of job satisfaction and self-efficacy.
Key features of the TALIS 2013 survey
Who?
The international target population for
TALIS is composed of lower secondary teachers
and their school leaders in mainstream public and
private schools. In each country, a representative
sample of 20 teachers and their school principal in
200 schools was randomly selected for the study.
Approximately 106 000 lower secondary teachers
responded to the survey, representing more than
4 million teachers in more than 30 participating
countries and economies.
In Denmark, 1 649 teachers and 123 principals
from 148 schools completed the TALIS
questionnaires.
How?
A conceptual framework for TALIS was
developed by subject-matter
experts, the
international research consortium and the OECD
to steer the development of the TALIS
instruments. The framework is based on the
concept of effective teaching and learning
conditions. The framework is available on the
TALIS website, along
with all TALIS publications
and the international database.
What?
TALIS began in 2008 in 24 countries,
focusing
on
lower
secondary
education.
TALIS 2013 now covers more than 30 countries
and economies, and although the main focus
remains in lower secondary, some countries opted
to also survey their primary schools (6 countries)
and upper secondary schools (10 countries).
Further, 8 countries chose to gain additional
insights by surveying schools that participated in
the 2012 Programme for International Student
Assessment (PISA).
Separate questionnaires (paper and online) for
teachers and school leaders, requiring between
45 and 60 minutes to complete, were used to
gather the data. They included questions on:
•
teacher characteristics
•
working environments
•
leadership
•
learning and development opportunities
•
appraisal and feedback
•
pedagogical practices and beliefs
•
self-efficacy and job satisfaction
This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments
employed herein do not necessarily reflect the official views of OECD member countries.
This document and any 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.
Contacts:
Tue Halgreen
Andreas Schleicher
Advisor to the Secretary-General on Analyst
Education Policy, Director for Education Directorate for Education and Skills
[email protected]
and Skills
Telephone:
+33 1 45 24 95 55
[email protected]
Telephone:
+33 6 07 38 54 64
For more information
on the Teaching and Learning International Survey and to access the full set of TALIS 2013 results, visit:
www.oecd.org/talis