Global focus on reforming teachers has resulted in the inclusion of multiple survey questions about teachers’ professional learning activities in large-scale international studies. A cross-national analysis of these survey data will likely enhance our understanding and inform the future direction regarding teacher professional development policy and practice. Yet we do not know whether these surveys measure the key features and their contextual factors of teachers’ professional learning activities to allow a systematic cross-national analysis. Based on international and U.S. literature, I develop a conceptual model of teachers’ professional learning activities in global context and analyze relevant survey items used in three major international studies – TIMSS, PIRLS, and TALIS. I conclude the chapter with a discussion of the coverage of these survey items and a direction for improving data collections of teachers’ professional learning activities in large-scale international studies.
This material is based upon work supported by the National Science Foundation under Grant DRL-0746936 and DRL-1417585. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. I would like to thank Ms. Sakiko Ikoma for her assistance with data collection.
Akiba, M. (2015), "Measuring Teachers’ Professional Learning Activities in International Context", Promoting and Sustaining a Quality Teacher Workforce (International Perspectives on Education and Society, Vol. 27), Emerald Group Publishing Limited, Bingley, pp. 87-110. https://doi.org/10.1108/S1479-367920140000027003
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