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Original Title
The onceptual and methodological construction of a ‘Global’ teacher identity through TALIS
Parallel titleKonceptualno in metodološko oblikovanje "globalne" identitete učitelja s pomočjo TALIS
Authors ORCID; ; ORCID; GND-ID ORCID
SourceCEPS Journal 11 (2021) 3, S. 75-95
Document  (334 KB)
License of the document In copyright
Keywords (German)Lehrer; Berufliche Identität; Globalisierung; Lehramtsstudent; Pädagogisches Handeln; Lehren; Lernen; Überzeugung; Curriculumtheorie; Didaktik; OECD <Organisation für wirtschaftliche Zusammenarbeit und Entwicklung>; Konzeption; Methodologie; Fragebogen; Einstellung <Psy>; Messinstrument; Anpassung; Dokumentenanalyse; OECD-Studie; OECD-Staaten
sub-disciplineIntercultural and International Comparative Educational Research
Empirical Educational Research
Document typeArticle (journal)
ISSN2232-2647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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.)
other articles of this journalCEPS Journal Jahr: 2021
additional URLsDOI: 10.26529/cepsj.1090
StatisticsNumber of document requests Number of document requests
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Date of publication11.10.2021
CitationTahirsylaj, Armend; Smith, William C.; Khan, Gulab; Wermke, Wieland: The onceptual and methodological construction of a ‘Global’ teacher identity through TALIS - In: CEPS Journal 11 (2021) 3, S. 75-95 - URN: urn:nbn:de:0111-pedocs-233711 - DOI: 10.25656/01:23371
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