Introduction

The conceptual framework of TALIS 2024 included three parts related to the three main modules of the survey, namely:

• The TALIS core conceptual framework for ISCED Level 2 (default) as well as ISCED Levels 1 and 3 (optional), which is presented below.
• The TALIS Starting Strong conceptual framework for ISCED Level 02 and children under 3 years (U3), which is available on the ILSA Gateway here
• The Teacher Knowledge Survey conceptual framework for ISCED Level 2, which is also presented below.

Survey Framework

TALIS 2024 core survey

TALIS 2024 core addressed both contemporary and enduring issues and contexts that have an impact on teachers, teaching, and learning:

• The contemporary issues that were investigated in TALIS 2024 included: 
  • Diversity and equity
  • Educational use of technology
  • Social and emotional learning
  • Environmental sustainability education
• Enduring features that have been investigated over previous cycles of TALIS included:
  • Teachers’ learning and development 
    • Initial teacher education (ITE)
    • Continuing professional learning
  • Teachers’ work practices 
    • Teaching practices
    • Professional practices
  • Occupational perceptions 
    • Job satisfaction, occupational well-being, and perceived value of teaching
    • Teacher self-efficacy
  • Institutional environments for teaching
    • School leadership
    • School climate
  • Teacher, leader, and school characteristics 
    • Teacher characteristics
    • School and school leader characteristics

TALIS cross-examined the contemporary issues from the perspective of enduring features as follows:

• Initial teacher education (ITE)
  • Diversity and equity: Training to meet cultural and language diversity and special education needs
  • Educational use of technology
    • Using technology to improve content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK)
    • Inclusion of pedagogical aspects of information and communications technology (ICT) in initial teacher education (ITE)
  • Social and emotional learning: Initial emphasis in training to assess and address the socio-emotional learning needs of children
  • Environmental sustainability education: Formal opportunities to learn about environmental sustainability and climate change during ITE
• Continuing professional learning
  • Diversity and equity: Training to meet cultural and language diversity and special education needs
  • Educational use of technology: Training in technologies to facilitate teaching and learning, including use of technology for online professional learning and networking
  • Social and emotional learning: Developing children’s learning mindset and social health central to academic learning
  • Environmental sustainability education: Experience of professional learning about sustainability and climate change
• Teaching practices
  • Diversity and equity: Practicing differentiated inclusion, learner-centred pedagogies, and culturally responsive teaching
  • Educational use of technology: 
    • Instructing, assessing, and communicating with technology in various modalities of face-to-face, hybrid, and distance learning
    • Perceptions of utility of technology for teaching and barriers to its use
  • Social and emotional learning: Knowledge about social and emotional learning of children forms part of initial and continuing teacher development
  • Environmental sustainability education: Teaching about environmental sustainability through formal and informal methods
• Professional practices
  • Diversity and equity: Following guidelines for inclusion practices
  • Educational use of technology: Communities of networked teachers across schools
  • Social and emotional learning: Teachers’ engagement in extra-curricular activities with students
  • Environmental sustainability education: Ways teachers integrate environmental sustainability education in the curricula they follow
• Occupational perceptions of teachers’ job satisfaction, well-being, valuing of profession and self-efficacy
  • Diversity and equity
    • Feelings of work satisfaction and stress regarding adequacy of resources to support diverse student learning needs
    • Perceptions of efficacy in teaching in culturally and linguistically diverse environments
  • Educational use of technology: Perceptions of efficacy and value in Technological Pedagogical and Content Knowledge (TPACK) 
  • Social and emotional learning
    • Feelings of work satisfaction and well-being linked to teachers’ agency and ability to care for children’s needs and developmental aspects of the work
    • Perceptions that others value nurturing social and emotional development of children 
  • Environmental sustainability education
    • Feelings of work satisfaction and stress regarding adequacy of training and resources to address learning needs related to environmental sustainability education
    • Perceptions that others value sustainability in education
• School leadership
  • Diversity and equity: Supporting inclusive education, such as mirroring diversity of students in the school staff and equitable work conditions
  • Educational use of technology: Principals’ roles in setting school culture when the classrooms convert to a virtual environment, including allocating resources to technology maintenance
  • Social and emotional learning: Shaping the school’s shared vision and mission to include the social development of children
  • Environmental sustainability education: Extent of support from senior colleagues and school leadership to integrate sustainability practices 
• School climate
  • Diversity and equity
    • Upholding a school climate sensitive to demographic context of the students
    • Respect for diverse viewpoints in the school
  • Educational use of technology: Changes in aspects of learning climates associated with the use of educational technologies
  • Social and emotional learning: Moderating social and emotional learning through the school climate
  • Environmental sustainability education: Integration of sustainable practices throughout the school functions, including collaboration between school staff

TALIS Teacher Knowledge Survey (TKS) 2024

The TALIS 2024 TKS assessment framework for the measurement of general pedagogical knowledge (GPK) included the following three dimensions and six sub-dimensions:

• Instruction
  • Teaching methods and lesson planning
  • Classroom management
• Learning
  • Learning and development
  • Motivational-affective dispositions
• Assessment
  • Evaluation and diagnostic procedures
  • Data literacy, interpretation, and use

The items in the TKS assessment component were aligned to a specific dimension and sub-dimension, as well as to one of the following three cross-cutting categories and six associated sub-categories:

• Cognitive demand
  • Recall of knowledge
  • Analysis and application of knowledge
• Knowledge base
  • Theoretical/scientific (declarative) knowledge 
  • Practice-based (procedural and/or conditional) knowledge
• Thematic orientation
  • Core knowledge related to pedagogy
  • Emergent priorities for teacher knowledge, such as teaching diverse learners, using technology for teaching, supporting social and emotional learning, and developing 21st-century thinking skills