The onceptual and methodological construction of a 'Global' teacher identity through TALIS.

Autor/inn/en	Tahirsylaj, Armend; Smith, William C.; Khan, Gulab; Wermke, Wieland
Titel	The onceptual and methodological construction of a 'Global' teacher identity through TALIS. Paralleltitel: Konceptualno in metodolosko oblikovanje "globalne" identitete ucitelja s pomocjo TALIS.
Quelle	In: CEPS journal, 11 (2021) 3, S. 75-95Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23371 10.26529/cepsj.1090
URN	urn:nbn:de:0111-pedocs-233711
Schlagwörter	Pädagogisches Handeln; Fragebogen; Methodologie; Anpassung; Einstellung (Psy); Dokumentenanalyse; Lehrer; Lehramtsstudent; Lernen; Didaktik; Lehren; Curriculumtheorie; Überzeugung; Globalisierung; Berufliche Identität; Konzeption; OECD-Studie; Messinstrument; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); OECD-Staaten
Abstract	The present article investigates the construction of a 'global' teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. We critically examine TALIS-related conceptual frameworks, survey questionnaires and statistically driven scales of teachers' professional attitudes internationally. A theoretical, education-based framing of didaktik and curriculum pedagogical traditions is used to discuss conceptual bias in TALIS conceptual frameworks as well as the sociologically based idea of TALIS as a pedagogic device used as a technology to gain symbolic power for making the teachers of tomorrow. Methodologically relying on document analysis, we examine TALIS 2008, 2013 and 2018 background documents to highlight the ideologically driven construction of a certain model of effective teachers, and refer to associated TALIS technical reports to examine validity issues in scales that are methodologically and statistically driven in order to increase the robustness of the results. The article identifies biases in the OECD's construction of a 'global' teacher identity that are reflected in TALIS conceptual frameworks and survey questions and statistically justified through associated scales. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1