TALIS 2013 - Dirección General de Evaluación de Políticas

Transcripción

OCDE
TALIS
ESTUDIO INTERNACIONAL SOBRE LA ENSEÑANZA Y EL APRENDIZAJE
Enseñanza
Desarrollo Profesional
Internacional
Estudio Internacional sobre la Enseñanza y el Aprendizaje
Estudio
Aprendizaje
TALIS 2013
2
Participantes de TALIS
TALIS 2008: 24 países
Países OCDE
Australia
Austria
Bélgica (Flandes)
Dinamarca
Hungría
Islandia
Irlanda
Italia
Corea
México
Países Bajos
Noruega
Polonia
Portugal
España
Turquía
TALIS 2013: Lista provisional de países
Economías que no son miembros
Brasil
Bulgaria
Estonia
Lituania
Malta
Malasia
República Eslovaca
Eslovenia
Países de la OCDE
Australia
Bélgica (Flandes)
Canadá (Alberta)
Chile
Dinamarca
Estonia
República Checa
Finlandia
Francia
Islandia
Israel
Italia
Japón
Corea
México
Países Bajos
Noruega
Polonia
Portugal
España
Suecia
Reino Unido (Inglaterra)
Estados Unidos
Economías que no son miembros
Abu Dabi
Brasil
Croacia
Letonia
Malasia
Serbia
Singapur
OCDE
TALIS - OCDE Estudio Internacional sobre la Enseñanza y el Aprendizaje
“El desarrollo del programa del Estudio Internacional sobre la Enseñanza
development
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“En las sociedades modernas, el conocimiento y el análisis del proceso educativo son
el insumo principal para la toma de decisiones y, por consiguiente, constituyen la base
© OECD 2011
para la transformación de los sistemas
educativos. En este marco, el Estudio Internacional
denominado TALIS permitirá contar con información comparativa con otros países sobre
las condiciones en las cuales se desarrollan los procesos educativos, especialmente las
que tienen que ©ver
con la docencia y la función directiva.
OECD 2011
Los resultados que se obtengan permitirán diseñar acciones cuyo objetivo fundamental
es la mejora de la docencia. A las autoridades educativas, este estudio les brindará
herramientas para elaborar mejores políticas públicas; a los directores y maestros, conocer
el funcionamiento de la enseñanza y el aprendizaje en otros países les aportará elementos
para incrementar la calidad y la atención a los alumnos; a los académicos, TALIS les ayudará
a contar con mayor información de análisis para realizar propuestas que coadyuven
en la mejora de la enseñanza; y a la sociedad en general, este estudio internacional le
proporcionará información sobre las medidas gubernamentales instrumentadas para el
cumplimiento de los objetivos propuestos en la reforma educativa”.
Emilio Chuayffet Chemor
Secretario de Educación Pública
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mexicanos, quienes perciben muchos comportamientos de los estudiantes mexicanos que
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LIS in a nutshell
La Figura 4.11 muestra el comportamiento de las entidades federativas en este indicador. Como
se podrá observar, los estados de Tlaxcala, Chiapas, Oaxaca y Tabasco tienen las
puntuaciones más altas en cuanto a la disciplina en el salón de clases. En sentido inverso,
Chihuahua, Baja California Sur y Baja California tienen las puntuaciones más bajas de México
(que siguen siendo altas para el promedio internacional). Es importante señalar que en cierta
medida estos resultados son afectados por la cantidad de docentes de cada estado que
imparten clases en las telesecundarias y en las escuelas privadas, modalidades que presentan
Figura 3.5. Porcentaje de docentes que realizó distintas actividades de DP
puntuaciones muy diferenciadas de clima en el aula.
Por otro lado, se pueden observar las cinco actividades de DP que con menor frecuencia fueron
realizadas por los docentes mexicanos (e internacionales): tutoría y observación de pares,
programas de capacitación19, conferencias y seminarios, visitas de observación a escuelas y
redes de desarrollo profesional. Las pocas diferencias que se observan en este sentido se
refieren a que los docentes de los países TALIS asisten más a conferencias y seminarios, y
tienen más redes de desarrollo profesional; mientras que los profesores mexicanos asisten más
a programas de capacitación formales (por ejemplo, diplomados).
En el Anexo 14 se presenta esta información para los docentes mexicanos, de acuerdo con la
entidad federativa de sus escuelas. Al hacer un análisis minucioso de dicha información, se
observa que no hay muchas diferencias entre los estados en ciertas actividades de DP,
mientras que en otras sucede lo contrario. Por ejemplo, las diferencias entre estados respecto al
porcentaje de docentes que ha tomado cursos y talleres, y que realiza diálogos informales sobre
19
Figura 4.11. Puntuaciones estandarizadas de los docentes en la escala de
clima en el aula (disciplina), por entidad federativa
Programas formales de capacitación (por ejemplo, un diplomado).
Por otro lado, la Figura 4.12 muestra el porcentaje de tiempo efectivo de enseñanza que los
docentes mexicanos reportaron dedicar
normalmente
en una
comparado
con el tiempo
Estudio
Internacional
sobreclase,
la Enseñanza
y el Aprendizaje
(TALIS) 69
que les consume dos tipos de actividades que compiten con el proceso de aprendizaje: las
administrativas y las necesarias para mantener el orden en clase. En esta figura se puede
observar que los docentes de los países TALIS dedican a las actividades de enseñanza 79%
del tiempo de clase y el resto lo distribuyen entre las actividades administrativas (8%) y las de
102 Estudio Internacional sobre la Enseñanza y el Aprendizaje (TALIS)
Figura 7.1. Porcentaje de docentes que respondieron estar “de acuerdo” o “totalmente de acuerdo”
en cada uno de los reactivos de la escala de autoeficacia
Debido a la similitud de las respuestas entre los docentes nacionales e internacionales, los
© OECD 2011
profesores
de México obtuvieron una puntuación de 0.08 en la escala de autoeficacia
docente. Estos resultados se pueden interpretar en el sentido de que los profesores
mexicanos se perciben ligeramente con mayores habilidades para enfrentar y resolver
problemas pedagógicos que el promedio de los maestros de los países TALIS (8% de una
desviación estándar).
9
OECD
9
TALIS - OECD Teaching and Learning International Survey
10
Anne-Berit Kavli,
Kavli,
Anne-Berit
Presidenta
la
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participantes,
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para laNorwegian
educación
for
yDirectorate
la capacitación,
Education
and
Noruega.
training, Norway
© OECD 2011
Jannecke Sanne
Benefits to participating countries
Beneficios para los países participantes.
Norway participated in TALIS 2008. The results were
“ Noruega participó en TALIS 2008. Los resultados fueron bien
well
received
helped
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hanhave
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results
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important
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general.
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TALIS
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sidoplanning
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planeación
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maestros
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and
principals.
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éxito
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autoridades
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opportunity came to join the second round of TALIS,
Noruega estaba lista.”
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TALIS 2008
2008 continuaron
continue to
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“Losfindings
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de TALIS
informando
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políticas
iniciativas intended
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quality
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Australian
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mejorar la calidad de la fuerza laboral docente
workforce
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Australia aatnivel
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major
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nuestras principales iniciativas es el acuerdo de Smarter –
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NationalPartnership
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[Union Nacional
de escuelas
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of australiano
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and
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enseñanza
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liderazgo
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este
acuerdo,
AUD 550 million is being provided for incentives
se suministrarán 550 millones de dólares australianos para
and supporting structures to address key priorities
incentivos y para las estructuras de apoyo que se dirigen a
including greater flexibility and innovation in teacher
las prioridades clave, incluyendo una mayor flexibilidad e
recruitment,
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professional
innovación entraining,
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development.
Australia has
joined TALIS
2013. también
y desarrollo profesional
de also
los maestros.
Australia
Allan Hird,
se unió a TALIS 2013.”
Allan Hird,
Director, Teacher
Quality
National
Director,
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Partnership,
Sociedad
Nacional
Australia
de Calidad,
Australia
OCDE
Cronología de TALIS 2013
Enero–
Julio 2011
Septiembre 2011
MarzoAbril 2012
OctubreDiciembre 2012
MarzoMayo 2013
Junio 2014
Desarrollo de
cuestionarios
Piloto
Pruebas de campo
Estudio principalHemisferio Sur
Estudio principalHemisferio Norte
(México en Marzo)
Informe inicial
11
OECD
12
11
TALIS - OECD Teaching and Learning International Survey
LIS
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knowledge and skills needed in the 21st century.
© ganancias
OECD 2011
© OECD 2011
© OECD 2011
© OECD 2011
© OECD 2011
© OECD 2011
© OECD 2011
Educación
Superior
Aprendizaje
para Adultos
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL
DESARROLLO ECONÓMICO
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TALIS 2013 - Dirección General de Evaluación de Políticas

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