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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-233711
DOI: 10.25656/01:23371; 10.26529/cepsj.1090
URN: urn:nbn:de:0111-pedocs-233711
DOI: 10.25656/01:23371; 10.26529/cepsj.1090
| Original Title |
The onceptual and methodological construction of a ‘Global’ teacher identity through TALIS |
|---|---|
| Parallel title | Konceptualno in metodološko oblikovanje "globalne" identitete učitelja s pomočjo TALIS |
| Authors |
Tahirsylaj, Armend  ;
Smith, William C.;
Khan, Gulab ;
Wermke, Wieland  |
| Source | CEPS Journal 11 (2021) 3, S. 75-95 |
| Document | full text (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-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-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 journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 11.10.2021 |
| Citation | Tahirsylaj, 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; 10.26529/cepsj.1090 |
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