The OECD Teaching and Learning International Survey provides a voice to teachers and school principals. The data and international comparisons contribute to education policy development by identifying shared challenges and learning from different approaches. The survey covers a range of teaching and learning issues, including teachers’ learning and development, work practices, occupational perceptions, and institutional environments, as well as contemporary issues for education systems such as diversity and equity, social and emotional learning of students, educational uses of technology, and environmental and sustainability education.
TALIS aims to collect trend data using a cross-sectional design and self-report instruments administered mostly online. With a steady growth of participating entities over the 2008, 2013, and 2018 cycles, the 2024 core survey at ISCED level 2 will involve more than 50 countries and entities from all continents.
Preparations for TALIS 2024 began in 2021. The timeline includes a pilot study in 2022, a field trial in early 2023, the main survey data collection in 2024, and analyses and reporting in late 2025.
For its fourth cycle, TALIS offers different participation options and modules:
- Surveys of teachers and principals in primary (ISCED level 1) schools and in upper secondary (ISCED level 3) schools
- The Teacher Knowledge Survey
- The TALIS Starting Strong Survey for staff and leaders in early childhood education and care settings (serving ISCED level 0 and/or children under the age of three)
The optional Teacher Knowledge Survey module assesses the strengths and weaknesses of the pedagogical knowledge base, linking opportunities to learn in initial teacher education and professional development with teaching in the 21st century, in diverse classrooms, or using modern approaches.
The Starting Strong Teaching and Learning International Survey seeks to identify strengths and opportunities for early childhood learning and provides staff and setting leaders with an opportunity to share insights related to their professional development, their work with young children, the center and community environment, and the impact they can have on the children in their care. The separate survey in 2018 has been integrated into the TALIS program for its current, second cycle.
Following the successful implementation of TALIS 2008, 2013, and 2018 by IEA-led partnerships, the consortium for TALIS 2024 includes the Australian Council for Educational Research (ACER) for tasks related to the conceptual development of the core survey and the Teacher Knowledge Survey, RAND Europe, United Kingdom for the development of the TALIS Starting Strong module, and cApStAn, Belgium for linguistic quality control.
As the international study center for TALIS, IEA manages the overall communication and collaboration between the consortium partners, experts, referees, stakeholders, national project managers, and their national center teams.
In close collaboration with consortium partners and experts from academia, IEA coordinates the conceptual development of the survey and its modules by convening expert group meetings, developing frameworks, developing and testing survey instruments, and related analysis plans.
IEA further leads the development and implementation of all survey operations: technical standards, sampling, translation and verification, data collection systems, field operations, manuals and guidelines, quality observations, and data management for the core survey and all optional modules.