OECD Teaching and Learning International Survey (TALIS)
Publication Date
6-2025
Subjects
Learning environment, Professional development, School culture, School leaders, School systems, Teacher attitudes, Teacher characteristics, Teaching conditions, Lower secondary years, Secondary school teachers, International comparisons, Secondary education
Abstract
The Teaching and Learning International Survey (TALIS) is the world’s largest international survey of teachers and principals. In 2024, TALIS added the Teacher Knowledge Survey (TKS), a special module to investigate teachers’ general pedagogical knowledge (GPK). GPK is the specialised knowledge of teachers for creating effective teaching and learning environments for all students, independent of subject matter; it is part of the specialised body of knowledge that makes teaching a knowledge profession. The TKS conceptual and assessment framework underpins the survey, describes its contents and explains its importance. Key themes in the framework include teaching diverse learners, using technology for teaching and supporting social and emotional learning.
Recommended Citation
Heard, J., & Tarricone, P. (2025). TALIS Teacher Knowledge Survey 2024 Conceptual and Assessment Framework. OECD. https://doi.org/10.1787/65903902-en
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publisher
OECD
DOI
https://doi.org/10.1787/65903902-en
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Secondary Education and Teaching Commons
Comments
The development of this framework was led by Jonathan Heard and Pina Tarricone from the Australian Council for Educational Research (ACER). It was developed by ACER in consultation with the OECD, international experts and stakeholders, and representatives of participating countries. The authors express sincere thanks to the members of the TALIS 2024 Teacher Knowledge Expert Group (TKEG) for their contributions and feedback on drafts of the conceptual and assessment framework, and for their guidance and advice in the development of the Teacher Knowledge Survey instrument. Thank you to Charalambos Charalambous (University of Cyprus, Cyprus), Drew Gitomer (Rutgers University, United States) and Liina Malva (Tallinn University, Estonia). Thanks also to Thamar Voss (University of Freiburg, Germany) for her valuable contributions. This document also benefited from feedback by International Association for the Evaluation of Educational Achievement (IEA) colleagues Steffen Knoll and Anja Waschk, and Karsten Penon on the sampling design. The authors also thank ACER staff John Ainley, Juliette Mendelovits, Ray Peck, Wolfram Schulz and Adam Wardell for their feedback and contributions to the drafts, in particular Section 6. We also thank Marco Paccagnella and Heewoon Bae from the OECD for their helpful feedback on the framework.