Teaching and Learning International Survey (TALIS) 2024 Conceptual Framework

This document articulates a conceptual framework for the fourth cycle of the Teaching and Learning International Survey (TALIS) programme, TALIS 2024. It reflects major concepts from research literature as well as policy interests and was developed by researchers in consultation with the OECD, international stakeholders, and participating countries and territories. The 2024 cycle is designed to address four contemporary issues for education systems and four broad content areas concerned with teaching and learning. The contemporary issues for education systems are: diversity and equity; the educational use of technology; social and emotional learning; and environmental and sustainability education. The broad content areas concerned with teaching and learning are: teachers’ learning and development; teachers\u27 work practices; occupational perceptions and institutional environments for learning. Section 3 of this conceptual framework details each of these content areas in terms of their constructs, indicators and analytical possibilities

PISA 2022. A closer look at mathematics in Australia

The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics assessment framework includes 2 mathematics subscales that reflect the complexity of mathematics. The content subscales (Change and relationships; Quantity; Space and shape; and Uncertainty and data) represent the core areas of mathematics knowledge that students encounter in educational curricula worldwide. The process subscales (Formulating situations mathematically; Employing mathematical concepts, facts and procedures; Interpreting, applying and evaluating mathematical outcomes; and, Mathematical reasoning) reflect the mental actions required for effective problem-solving in mathematics. This report presents the mathematics results on the content and process subscales for Australia as a whole, for the Australian states and territories and for the other groups in PISA 2022. This report also presents the results from the teacher questionnaire about the teaching of mathematics and explores the perspectives of teachers on the constructs of: goals and views about teaching mathematics; encouraging mathematical thinking; fostering reasoning; and, teaching of mathematical reasoning and 21st-century mathematics topics. Each construct examines the similarities and differences in teachers teaching of mathematics between countries, the Australian jurisdictions and different demographic groups. Similarly, the student questionnaire ascertains student perspectives about the constructs of: effort and persistence in mathematics; mathematics self-efficacy in mathematical reasoning and 21st-century mathematics topics; and, mathematics anxiety. The constructs present the similarities and differences in students\u27 attitudes and behaviours toward learning mathematics between countries, the Australian jurisdictions and different demographic groups

Teacher Practice Improvement Tool. Preliminary version

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education professionals who support the work of teachers. The TPIT is part of ACER’s suite of improvement tools. ACER offers a range of school and system improvement services using these tools

Infographic: Hopes for your child’s education

A national survey from Australian children’s charity The Smith Family has asked families about their hopes for their child’s school education. The top theme from responses was ‘good or improved academic achievement’, while 6% gave answers related to ‘affording resources and having access to opportunities’. Find out more in this infographic.https://research.acer.edu.au/teacher_graphics/1235/thumbnail.jp

Educators\u27 reflections on competency-based learning: Reflecting 5 years of NEP 2020

The National Education Policy (NEP) 2020 brought a significant transformation in India’s education system by promoting a more holistic, adaptable, and skills-focused approach to learning, moving beyond rote learning. At the core of this shift is Competency-Based Learning (CBL), which encourages the development of essential skills like critical thinking, creativity, and application of what students learn in real life. To make this shift meaningful, understanding the thought process and perspectives of teachers who operationalise CBL principles is crucial. Their experience and insights can help identify the systemic supports that are necessary to build a strong foundation for teacher and student competencies to thrive as intended. It can also provide actionable inputs for further enhancing the curriculum, guiding education policies, and designing effective professional development programs. This study explored Indian teachers’ perspectives on CBL, 5 years after its introduction through the (NEP) 2020. It also investigated teachers’ awareness and understanding of CBL, their classroom practices, and challenges related to the effective implementation. Using a mixed method design, the study combined analyses of quantitative survey data from 47 teachers across different schools in India and qualitative insights from 11 in-depth interviews

Infographic: PISA 2022 insights – Student-teacher relationships

One of the topics in the Programme for International Student Assessment (PISA) student questionnaire is the quality of student-teacher relationships. This infographic looks at the responses of Australian students in the 2022 test cycle, by state and territory.https://research.acer.edu.au/teacher_graphics/1234/thumbnail.jp

Infographic: School student retention, enrolments and teacher growth

The Australian Bureau of Statistics release data on schools, staff and students in Australia each year. The latest data for 2024 show increases from 2023 in student retention, full-time equivalent teaching staff, and student enrolment.https://research.acer.edu.au/teacher_graphics/1238/thumbnail.jp

Snapshots issue 20: Effort in PISA: Insights from recent data

This issue of Snapshots explores how student effort may vary depending on the perceived stakes of the assessment. We revisit the self-reported levels of effort that students invested in the PISA test and compare them with the effort they indicated they would have made if the results counted towards their school marks. Australia’s results are compared with 21 of the 81 comparison countries and economies that participated in PISA 2022,1 providing a context for understanding Australia’s position in the global education landscape. We then examine effort in PISA among different demographic groups within Australia, which can influence how students approach the PISA test. Understanding these differences is important for identifying specific areas where efforts can be focused to support particular groups of students, ensuring that all are equally motivated to perform their best

Self-regulation: Skill development framework

This self-regulation skill development framework was developed to address the challenges associated with teaching and assessing self-regulation. It provides a general definition of self-regulation and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on self-regulation. It outlines self-regulation processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Cognitive regulating; 2. Behavioural regulating; and 3. Emotional regulating. The strands are further broken down into aspects to inform teaching and assessment

Infographic: Sexual harassment of teachers

A recent survey of more than 1,000 K-12 teachers working in Australian schools has found 47% (almost all female) have experienced sexual harassment within a school environment. Here we share the 6 key findings from the survey and some of the responses from participants.https://research.acer.edu.au/teacher_graphics/1236/thumbnail.jp