《經合組織（OECD）：2024比利時佛蘭德地區教育研究與創新報告：構建未來教學圖景（英文版）（153頁）.pdf》由會員分享，可在線閱讀，更多相關《經合組織（OECD）：2024比利時佛蘭德地區教育研究與創新報告：構建未來教學圖景（英文版）（153頁）.pdf（153頁珍藏版）》請在三個皮匠報告上搜索。

1、Educational Research andInnovationConstructing Scenarios fortheFuture ofTeaching inFlandersEducational Research and InnovationConstructing Scenarios for the Future of Teaching in FlandersThis work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed andar

2、guments employed herein do not necessarily reflect the official views of the Member countries of the OECD.This document,as well as any data and map included herein,are without prejudice to the status of or sovereignty overany territory,to the delimitation of international frontiers and boundaries an

3、d to the name of any territory,city or area.Please cite this publication as:OECD(2024),Constructing Scenarios for the Future of Teaching in Flanders,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/b5bd68c4-en.ISBN 978-92-64-72353-5(print)ISBN 978-92-64-91902-0(PDF)IS

4、BN 978-92-64-91707-1(HTML)ISBN 978-92-64-63849-5(epub)Educational Research and InnovationISSN 2076-9660(print)ISSN 2076-9679(online)Photo credits:Cover Geber86/S.Corrigenda to OECD publications may be found at:https:/www.oecd.org/en/publications/support/corrigenda.html.OECD 2024 Attribution 4.0 Inte

5、rnational(CC BY 4.0)This work is made available under the Creative Commons Attribution 4.0 International licence.By using this work,you accept to be bound by the terms of this licence(https:/creativecommons.org/licenses/by/4.0/).Attribution you must cite the work.Translations you must cite the origi

6、nal work,identify changes to the original and add the following text:In the event of any discrepancy between the original work and the translation,only the text of original work should be considered valid.Adaptations you must cite the original work and add the following text:This is an adaptation of

7、 an original work by the OECD.The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material the licence does not apply to third-party material in the work.If using such material,y

8、ou are responsible for obtaining permission from the third party and for any claims of infringement.You must not use the OECD logo,visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by ar

9、bitration in accordance with the Permanent Court of Arbitration(PCA)Arbitration Rules 2012.The seat of arbitration shall be Paris(France).The number of arbitrators shall be one.3 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Preface The teaching profession is a profession t

10、o be proud of.Teachers make a difference,day in day out.Quality education relies on them.There are,however,challenges facing education that put Flemish teachers(and their international colleagues)under rising pressure.The results of national and international assessments raise concerns about the qua

11、lity of education.Societal changes do not stop at the schools gate and impact what happens in the classroom.Teachers must manage societys high expectations,looking in the direction of education to provide answers to every societal problem.They feel increasing accountability pressure,which in turn le

12、ads to administrative burden.A growing number of Flemish teachers report feeling that their profession is not appreciated by society.Teacher shortages only add to the strain on those remaining in the profession.These evolutions demonstrate an apparent need for a future proof vision that transcends t

13、he day-to-day challenges and is sustainable for the long term.A vision that recognises the professionalism of our teachers,while also focusing on how it can be better supported and improved.One that sees education as a collective responsibility,away from the idea that teachers are on their own.This

14、boils down to the three questions we wanted to answer with this project:what is the core of being a teacher?What do we expect from the teacher as professional?And how can other professionals support the teacher in this?It was pivotal that these questions were answered in close collaboration with the

15、 education sector:teachers,school leaders,researchers,intermediaries and unions.Additionally,we involved stakeholders from outside of the education sector,like welfare,social and youth organisations.Engaging a diverse array of perspectives is essential for creating a broad and inclusive vision for t

16、he future of teaching.This approach also addresses the critical need for more collaboration and effective collective learning,not just within schools,but within the broader community.The outcomes of this project will prove useful in shaping future policy.The scenarios provide valuable input into dis

17、cussions on how to foster an innovative,collaborative and future-proof profession.They give insight in how to empower teachers in a way that does not only do justice to their professionalism,but helps to develop it further.The personas help us gain a better understanding of the diversity of teachers

18、 and their various needs and expectations.We look forward to putting the lessons learned from this project into practice.And we look forward to doing that,in line with the outcomes of this project and how they were conceived,in close collaboration with all the stakeholders that were involved in the

19、process.A sincere thank you to the OECD for this project,for building evidence together from different perspectives.And a call to you,the reader,to think with us about this project and the future of teaching.Jeroen Backs Head of Unit Strategy and Knowledge,Department of Education and Training Hilde

20、Lesage Head of Unit Education Personnel,Department of Education and Training 4 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Foreword The OECD Centre for Educational Research and Innovation(CERI)examines key questions through the frames of both research and innovation.It ha

21、s a mandate to focus on the future and how to make the most of new opportunities and also anticipate evolving challenges.The CERI has placed strong emphasis on the importance of teachers and teaching over the years,investing in conceptual work,for example,on teachers as knowledge workers and their p

22、rofessional status,on pedagogical innovation,as well as development of innovative components to assess teacher knowledge within the OECDs Teaching and Learning International Survey(TALIS).The current publication presents the results of a study undertaken within the New professionalism and the future

23、 of teaching project.The role of a teacher is significant for each individual they teach.Collectively,the profession of teaching contributes to communities and broader society.As society continues to change at a rapid rate,we need to anticipate the needs of the teaching profession in ways that ensur

24、e it thrives for the benefit of all.Firstly,as all professions evolve we need to understand the possibilities this creates for the profession of teaching.We can do this by considering policy making,research questions and examples of practice through the lens of teachers as professionals.Secondly,new

25、 forms of professionalism are increasingly focused on relational aspects.Relationships are at the core of the teaching profession and therefore there is a need to look carefully at the multitude of relationships involved in teaching to create empowering collaborations and conditions that support tea

26、chers work so they can positively and sustainably use their expertise for each child and young person they teach,and collectively,each community and society they are part.Coming back to the CERI main mandates,the project mobilises the existing OECD evidence base(data,policy and research work)and add

27、s new research work on professionalism,professional identity and meaningful collaboration.The project also conducts case studies in specific education systems,initially in Flanders(Belgium),Austria and Wales(United Kingdom).These case studies have a set of specific questions that draw on research fr

28、om within the context of the specific education system,across the OECD and internationally.In terms of innovation,the project develops new methods and tools to help people engage with research and co-create visions for the future of teaching.In developing future scenarios,thinking about and sharing

29、ideas/innovations for next-practice,two tools have been developed.The first is an Ambition loops framework.In each case study,this is used in a survey and extensively in workshops.It contains a series of statements of ambition for the future that can create bold actions and positive feedback loops a

30、cross stakeholders to transform practice and policy.To consider how attractive these future visions would be,the second tool that has been developed is a set of teacher personas,specific to the education system studied,that can be used to support design and implementation of policy.The study methodo

31、logy and tools are available for other education systems to use.This publication illustrates how these can be applied in a given context and a flavour of the optimistic,constructive and achievable visions for the future of teaching that can be developed.5 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEA

32、CHING IN FLANDERS OECD 2024 Acknowledgements The New Professionalism and the Future of Teaching team at the OECD thanks the many colleagues who have contributed to the development of this publication at various stages.The authors of the report are Jan Maarse,Jason McGrath and Claire Shewbridge.Thoma

33、s Baijot was a fully fledged member of the analytical team until February 2024 and made a significant contribution to the development of the Flemish teacher personas and the first preferred scenario for the future of teaching in Flanders and also working with stakeholders to develop the set of scena

34、rios.We are grateful for his rigorous research,creative thinking and exemplary collegiality.The OECD team owes a great deal to our colleagues at the Flemish Ministry of Education and Training,who have taken the initiative for this study.The authors of this report would therefore like to thank the Fl

35、emish Ministry of Education and Training,in particular Jeroen Backs,Katrijn Ballet,Ann Dejaeghere,Laurens Van de Voorde and Katrien Vercruyssen.We would also like thank the Flemish Steering group of this project for their guidance and valuable feedback on this paper(see Annex C).Thanks to all the pa

36、rticipating Flemish teachers,school leaders,policy makers,researchers,academics,and other stakeholders who contributed to the realisation of this study.A special thank you to Ingrid van den Branden,who contributed a textbox.Thank you to Daniel Nilsson Brodn(the father of the teacher personas!),Jose

37、Manuel Torres,Haewoon Bae,Charlotte Kohlloffel and Daniela van den Brink for reading earlier versions of this paper and providing constructive feedback.Thanks also to Lydia Vosberg for analytical support and work on teacher persona comments and reactions.Leonora Lynch-Stein supported the team in pre

38、paring the study,including the research seminar and materials for the in-person workshops.The authors would like to thank Tia Loukkola,Head of the Implementation and Measuring Progress division,and Andreas Schleicher,Director for the Directorate for Education and Skills,for their careful review of t

39、his publication and strategic guidance.The team is grateful to Jessica Bouton for work on travel arrangements and layout for the publication and to Sabrina Bouldi for helping us finalise the publication.6 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Table of contents Prefa

40、ce 3 Foreword 4 Acknowledgements 5 Executive summary 10 1 Introduction 12 Context and rationale for the work 13 New professionalism and the future of teaching 13 Structure of this publication 16 References 17 2 The study of the future of teaching in Flanders 19 Context and aims 20 Methodology 21 Ref

41、erences 27 3 Teacher personas 29 Meet Jos and Hilde,experienced primary school teachers 30 Meet Kato and Yasmine,starting primary school teachers 34 Meet Mark and Marleen,experienced secondary school teachers 37 Meet David and Ella,teachers in an urban secondary school setting 40 Meet Pieter and Elk

42、e,second career teachers 43 Meet Demir and Noor,teachers of the future 47 References 50 4 Preferred scenarios for the future of teaching in Flanders 55 Overview of the set of preferred scenarios 56 Preferred scenario one:What if Schools are clearly placed within a web of partners providing everythin

43、g that children need to develop?60 Preferred scenario two:What if We unleash the unlimited potential of shared responsibility?68 Preferred scenario three:What if Teachers develop their expertise together within a dynamic school team supported by trusted partners?76 Preferred scenario four:What if We

44、 recognise and support a focus on the daily work of teachers?83 7 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Preferred scenario five:What if We give space for the development of teachers passions and expertise as part of a school team?88 Preferred scenario six:What if Wo

45、rking and learning together was at the heart of professional identity and development?95 References 103 5 OECD analysis of the preferred future scenarios and lessons for transformation 112 Input from stakeholders on the research questions 113 Key elements in the set of scenarios and supporting theme

46、s 115 Implications for moving forward and strategic thinking 118 Specific ideas to support transformation 120 Final reflection:a basis for more elaborate discussion 122 References 123 Annex A.Persona indicators 129 References 137 Annex B.Ambitions to support future scenarios 145 Annex C.Steering gro

47、up members 149 FIGURES Figure 2.1.Developed categories and number of Flemish personas they were attributed to 25 Figure 3.1.Perceived level of autonomy among employees in the Flemish education sector 31 Figure 3.2.Absenteeism of educational staff due to psychosocial reasons by age group in 2022 32 F

48、igure 3.3.Trust in Flemish institutions 33 Figure 3.4.Percentage of teachers indicating that they engage at least once a month in simpler forms of collaboration.35 Figure 3.5.Percentage of teachers indicating that they engage at least once a month in more complex forms of collaboration.36 Figure 3.6

49、 Number of teachers on fixed or temporary contracts by age group in all education levels 36 Figure 3.7.Number of education personnel aged 60+in the workforce in Flanders 38 Figure 3.8.Teachers listing the administrative tasks that can be identified in their work 39 Figure 3.9.Percentage of teachers

50、who would like to change school if that was possible 41 Figure 3.10.Percentage of pupils scoring below level 2 in mathematics by migration status 42 Figure 3.11.Teachers class management strategies according to the percentage of children whose home language is not Dutch(often or very often)42 Figure

51、 3.12.Relative number of teachers having 2 or more years of experience outside of education(first grade of secondary education)44 Figure 3.13.Age of students in bachelors programme for primary and secondary education 45 Figure 3.14.Choosing the teaching profession:intrinsic and extrinsic motivation

52、46 Figure 3.15.School systems using AI and other digital tools in their schools in 2023 48 Figure 3.16.Visions of dream and nightmare jobs by future professionals in Finland 49 Figure 3.17.Percentage of lower secondary teachers who“agree”or“strongly agree”that the teaching profession is valued by so

53、ciety 49 Figure 4.1.Persona illustration:how Ella might comment on an aspect of this future scenario 63 Figure 4.2.Persona illustration:how David might comment on an aspect of this future scenario 65 Figure 4.3.Analysis of how teacher personas would react to preferred scenario one 67 Figure 4.4.Pers

54、ona illustration:how Jose might comment an aspect of this future scenario 71 Figure 4.5.Persona illustration:how Marleen might comment on an aspect of this future scenario 72 Figure 4.6.Analysis of how the teacher personas would react to preferred scenario two 75 Figure 4.7.Persona illustration:how

55、Elke might comment on an aspect of this future scenario 78 Figure 4.8.Persona illustration:how Kato might comment on an aspect of this future scenario 80 8 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Figure 4.9.Analysis of how teacher personas would react to preferred sce

56、nario three 82 Figure 4.10.Persona illustration:how Noor might comment on an aspect of this future scenario 85 Figure 4.11.Persona illustration:how Mark might comment on an aspect of this future scenario 86 Figure 4.12.Analysis of how the teacher personas would react to scenario four 88 Figure 4.13.

57、Persona illustration:how Demir might comment on an aspect of this future scenario 91 Figure 4.14.Persona illustration:how Yasmine might comment on an aspect of this future scenario 93 Figure 4.15.Analysis of how the teacher personas would react to preferred scenario five 94 Figure 4.16.Persona illus

58、tration:how Hilde might comment on an aspect of this future scenario 100 Figure 4.17.Analysis of how the teacher personas would react to preferred scenario six 102 Figure 5.1.Summary of key elements across the set of preferred future scenarios 116 INFOGRAPHICS Infographic 2.1.Methodology of the stud

59、y 22 Infographic 3.1.Jos and Hilde 30 Infographic 3.2.Kato and Yasmine 34 Infographic 3.3.Mark and Marleen 37 Infographic 3.4.David and Ella 40 Infographic 3.5.Pieter and Elke 43 Infographic 3.6.Demir and Noor 47 Infographic 4.1.Overview of the set of six preferred scenarios 57 infographic 4.2.Overv

60、iew of each scenarios structure 59 Infographic 4.3.Preferred scenario one for the future of teaching in Flanders 62 Infographic 4.4.Preferred scenario one:specific actions for change 67 Infographic 4.5.Preferred scenario two for the future of teaching in Flanders 70 Infographic 4.6.Preferred scenari

61、o two:specific actions for change 74 Infographic 4.7.Preferred scenario three for the future of teaching in Flanders 77 Infographic 4.8.Preferred scenario three:specific actions for change 81 Infographic 4.9.Preferred scenario four for the future of teaching in Flanders 84 Infographic 4.10.Preferred

62、 scenario four:specific actions for change 87 Infographic 4.11.Preferred scenario five for the future of teaching in Flanders 90 Infographic 4.12.Preferred scenario five:specific actions for change 94 Infographic 4.13.Preferred scenario six for the future of teaching in Flanders 97 Infographic 4.14.

63、Preferred scenario six:specific actions for change 102 TABLES Table 2.1.Four main activities of the study in Flanders 21 Table 2.2.Ambition loops framework for the Flanders study(“What if”)23 Table 2.3.Longlist of possible teacher personas identified after the Flanders research seminar 24 Table 2.4.

64、Themes distilled from an analysis of the top 20 statements for each level of change 25 Table 2.5.Creating the short list of preferred scenarios for the future of teaching 26 Table 4.1.OECD analysis of elements for the future of teaching included in the preferred scenarios 58 Table A B.1.Prioritisati

65、on of individual ambition loops during the combined stakeholder workshops 145 Table A B.2.Ambition loops to support ideas for transformation 145 Table A B.3.Ambition loops to support building on strengths and short term improvements 147 BOXES Box 1.1.OECD Personas tool:how to consider teacher needs

66、and diversity in policy making?14 Box 1.2.The OECD ambition loops tool:how to strengthen connections for the teaching profession?16 Box 4.1.Developing ideas for transformation and the first steps towards these 56 Box 4.2.Examples of schools working with community partners 63 9 CONSTRUCTING SCENARIOS

67、 FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Box 4.3.Stichting Leerpunt:Bringing research and practice closer together 79 Box 4.4.Multidisciplinary working in the Ziekenhuisschool Stad Gent 98 Box 5.1.Input from stakeholders on a vision for teachers as professionals 114 Box 5.2.Identifying how

68、others can support teachers as professionals:input from stakeholders 115 10 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Executive summary The Centre for Educational Research and Innovation continues to recognise the core importance of teachers and teaching.After an extens

69、ive synthesis of the OECDs existing work on the teaching profession over the years,the need to explore professional roles and identity became obvious.The roles and responsibilities of teachers have seen significant changes over the past decade.Education,childhood,labour markets and society as a whol

70、e have experienced considerable changes,prompting the need to think about the effects of changes on the teaching profession.The New Professionalism and the Future of Teaching project researched how professionalism has evolved,including the importance of working with others to confront increasingly c

71、omplex contexts,so called connective professionalism.Based on the evidence base and ideas for next practice,the project developed a methodology to help diverse stakeholders in education to construct a shared vision on what the teaching profession could look like in the future.This study in Flanders

72、is the first in a series of three education system studies conducted in 2023 and 2024.Various stakeholders,including teachers,school leaders,researchers,teacher educators,teacher unions,and professionals(potentially)supporting teachers and schools,including welfare,social and youth organisations,pro

73、vided feedback on their ambitions for the future of teaching in Flanders.Choosing among a set of ambitions to better connect teachers with other professionals within the school community,other education providers(such as universities and teacher education colleges)and broader society,they shared the

74、ir judgements of what would be high priority and also how big a change this would be from the current context.Would it be an ambition for transformation over a period of many years?Or would it be possible to build on existing mechanisms or initiatives?Or could this ambition be achieved by improvemen

75、ts over the short term?Different perspectives were gathered in two main ways.First,via an online survey.As an example,all respondents rated as high priority that policymakers should play an important role in establishing and promoting key partnerships at the policy and Ministerial levels,and the maj

76、ority(75%)judged this would require transformation.All respondents also rated as high priority that schools offer support to students who need help to become more independent in their own learning but judged that this could be achieved via building on current strengths in the system and some short-t

77、erm improvements.Second,via two stakeholder workshops in Brussels and Ghent where a total of eight working groups collectively constructed scenarios for the future of teaching.Each working group comprised individuals with different roles and responsibilities in or around schools.They worked with the

78、 results of the survey and selected priority ambitions to support their vision on the future of teaching.These provided stimulus for their discussions,but their specific visions grew out of a mutual exchange of professional experiences from different perspectives within and surrounding teaching in F

79、landers.Of course,this study in no way aims to be representative or comprehensive.It draws on the work of a group of willing professionals with a stake in Flemish education who offered to share their expertise.This initial effort to anticipate and increase deeper,structured thinking about medium-and

80、 long-term scenarios for teacher professionalism and empowerment offers input on how to strengthen the teaching profession 11 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 in Flanders.Potential benefits for the system include long-term strategic thinking regarding the Flemi

81、sh teacher workforce and finding solutions to issues that transcend the short-term.While constructing their scenarios for the future of teaching,stakeholders reflected on three research questions set for this study by the Department of Education and Training in consultation with the OECD.What is the

82、 core of being a teacher?The set of future scenarios envisage a core of teaching which focuses on a breadth of knowledge,including on the curriculum,child development and the school and student community.At the core of teaching is a passion for learning and a commitment to continuously update knowle

83、dge and expertise.Teachers forge a career path,with both opportunities to grow as teachers,as well as taking on other responsibilities.This is linked to a commitment to build on individual and collective professional strengths.Teachers collaborate within a school team and identify how their professi

84、onal expertise contributes to the schools objectives.What do we expect from the teacher as professional?As professionals,teachers are expected to have a self-reflective attitude and take professional development seriously.Teachers are expected to view parents and families as important partners,to co

85、nsider childrens full development context and exhibit positive attitudes towards diversity.Teachers are expected to work with and contribute to a shared evidence base and co-create excellent learning resources.Teachers are expected to work as part of a multidisciplinary team and build interprofessio

86、nal and communication skills for working effectively with others.And how can other professionals support the teacher in this?In many ways!First,teachers are supported by working with other colleagues within their schools and here the role of school leaders and school boards is crucial to build this

87、collaborative school culture.Employers should take consistent and meaningful measures to make the day-to-day work of teachers,as well as teacher careers attractive,healthy and diverse.Considering the diversity of the teacher workforce and that not all teachers want to have the same careers.There are

88、 also calls for a high quality and consistent offer of professional development and support for teachers and for the research community to help with extending the evidence base for teaching in collaboration with teachers.Other professionals can provide specialised expertise,such as social/psychologi

89、cal expertise to extend teachers knowledge of childrens broader development needs.But also provide opportunities for teachers and students to help make learning more relevant and engaging.To support all these efforts,policy makers can ensure a clear continuum of learning and shared expectations to s

90、trengthen coherence across developmental stages and schools and set the framework conditions for a high-quality and consistent offer of continuous professional development for teachers.The OECD identified eleven key elements that feature across a set of six preferred future scenarios for the future

91、of teaching in Flanders.Arguably,all would be important to the future of teaching and many are common to several of the scenarios.In particular,a diversity of professional roles,a healthy work environment and empowering students featured to some extent in all six scenarios.School leadership and teac

92、her collective learning were included in five of the scenarios.A vision for teaching and learning,community and higher education links were included in four of the scenarios.Teacher autonomy,equity and partnerships with family were explicitly featured in three scenarios.The study also underlines the

93、 importance of thinking in more nuanced ways about the existing teacher workforce and potential new recruits.There is a rich diversity of professionals working within Flemish schools,with different motivations,life phases,passions,ambitions and professional development needs.An evidence-informed set

94、 of six Flemish teacher personas provides input to stress test the set of future scenarios.What would different teachers find attractive in the future scenarios that were developed?Would it be particularly attractive to experienced teachers?Would newer recruits hold some reservations?Would it match

95、what younger people will be looking for in their working lives?Overall,the Flemish teacher personas responded positively to the suggested scenarios for the teaching profession in Flanders.This report presents results of the initial reflection and provides tools to extend the exercise going forward.1

96、2 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 The concept of a profession evolves over time.New forms of professionalism focus on connective relationships,as well as other elements such as autonomy,career development and status.Creating a thriving profession of teaching i

97、s an area of high priority for countries in the OECD.How can we anticipate the future of the teaching profession?How can we create preferred futures that value current professionals,inspire future teachers and respond to current challenges?This chapter introduces concepts for new professionalism in

98、teaching and outlines two tools that have been developed to shape positive,sustainable futures.1 Introduction 13 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Context and rationale for the work What if you had the opportunity to shape young minds and make a lasting impact o

99、n society?For many,this is the driving force behind becoming a teacher.According to the OECD Teaching and Learning International Survey(TALIS)in 2018,an astounding nine out of ten teachers indicated the desire to influence childrens development and contribute to society as their primary motivation f

100、or joining the profession(OECD,20191).Reflecting on the first TALIS survey conducted ten years earlier,eight out of ten teachers were confident that with perseverance they could make progress with even the most difficult and challenging students(OECD,20092).Yet,the world has become increasingly comp

101、lex and fast-paced,placing greater demands on schools.Many teachers in the 2018 survey expressed that being a cornerstone of society in fact comes with significant pressure and high stress levels(OECD,20203).What does this mean for the future of the teaching profession?How can society better support

102、 teachers in their roles?It is no surprise that contributing to society is such a motivating force for the teaching profession.Ample evidence points to the value of a quality education for individuals,communities and economies.Higher education levels are associated with greater physical and mental h

103、ealth,broader economic opportunities,lower crime rates and opportunities to contribute to shaping more prosperous societies.Teachers and schools can play a leading role in helping to empower children to participate actively in society,including embracing the opportunities and navigating the risks of

104、 the daily digital world(OECD,20244).Therefore,it is also not surprising that there is strong political support for the importance of having quality teachers who can teach in a way that suits both educators and their students(Schleicher,20165;OECD,20236).New societal trends and accelerating digital

105、advances have had a profound impact on societies and working life,including for the teaching profession.Consider evolving attitudes to working life,a desire for greater life and work balance,flexibility in working times and arrangements,and the opportunities and challenges that technologies,includin

106、g artificial intelligence can offer.These evolving opportunities and attitudes influence the choices of all professionals.More experienced professionals may consider earlier retirement or a career change.In TALIS 2018,on average 67%of teachers aged 46 or older were considering leaving the teaching p

107、rofession within five years(OECD,20203).Other experienced professionals may be considering coming in to teaching as a second career.Equally,young people entering the workplace have different expectations for their working life and their life outside work-and might not wish to stay in one profession

108、their entire career.In TALIS 2018,newer teachers who had been working for less than five years expressed greater motivation to help children in less advantaged communities and attached less importance to job security,compared to more experienced teachers(OECD,20191).In 2024,many countries are experi

109、encing increasingly tight labour markets meaning there is greater choice for younger and older adults for their working lives.At the same time,many education systems are facing teacher shortages or will need to prepare for them(OECD,20236;United Nations Secretary-Generals High-Level Panel on the Tea

110、ching Profession,20247).This context demands a serious re-thinking of the core aspects of the teaching profession and what professionalism means.New professionalism and the future of teaching The study on constructing scenarios for the future of teaching in Flanders is part of broader work at the OE

111、CDs Centre for Educational Research and Innovation(CERI).The New professionalism and the future of teaching project offers the space to collectively and profoundly reflect on policy questions that are common in OECD countries.How can the teaching profession remain attractive for experienced teachers

112、,newer teachers,and future teachers?What career and development opportunities will it need to offer?How can we reframe thinking about these issues in different ways to create innovative approaches?The 14 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 project helps key stakeh

113、olders engage with research and ideas for next practice to have an informed and enthusiastic discussion about preferred future scenarios for teaching.To support this,the project has conducted conceptual work,both mobilising the OECD knowledge base on teaching,through earlier and ongoing data collect

114、ion,research and reviews of teaching policies(OECD,20198;OECD,20191;OECD,20239)and identifying the frontiers of research on professionalism.It developed a theoretical framework and tools for working in specific countries and looked to engage with education ministries to test these out.The study in F

115、landers is the first application of these and is part of a series of three studies in 2024.The other two studies are in Austria and Wales(United Kingdom).Over two years,the project has conducted desk-based research and bilateral discussions with policy makers and researchers in different countries t

116、o identify priorities and research in different contexts.The project has highlighted the value of a focus on concepts such as teaching as a knowledge profession,teacher individual and collective professional identity,and connective professionalism,including collaboration in and around the school as

117、a support for teachers(OECD,202110;Suarez and McGrath,202211;Mezza,202212;Nilsson Brodn,202213;McGrath,202314).TALIS 2018 has revealed that collaborative work is part of many teachers working lives and that it appears an attractive way of working,with collaborating teachers reporting comparatively g

118、reater satisfaction with their job and lower stress levels(OECD,20203).This is observed both on average internationally,and across countries with different cultures,education systems and governance structures,such as Australia,Chile,the Netherlands and Korea.TALIS 2018 also shows that collaborative

119、work can take many forms within schools and that around one in five teachers on average report frequent and deeper forms of collaboration such as team teaching,collective professional development and observing each others classes(OECD,20203).The project has also established a set of principles to un

120、derpin more effective collaboration to support teachers in their work(Nilsson Brodn,202213)and argues that it is worthwhile to explore how to build or strengthen connections around teachers and schools.How could we encourage meaningful and rewarding collaborative work for teachers even further?How c

121、an we mobilise the considerable expertise within schools and tap into specialised expertise outside schools to support teachers in their work and professional development?To mobilise the knowledge base and conceptual work,the project has developed a theoretical framework,which is concisely described

122、 in this publication,that can be used with stakeholders in different countries.It uses futures methodologies to allow stakeholders to construct a shared vision on what the teaching profession could look like in the future.These methods do not attempt to predict the future(OECD,202115;Holfelder,20191

123、6)but provide a means to examine possible futures which can impact on short and long term planning(McGrath,202314;Kuo-Hua and Hsu,202017).Anticipating future developments(Kuo-Hua and Hsu,202017)and the use of strategic foresight (Fuller,201718;Amsler and Facer,201719)can shape(Holfelder,201916)the s

124、ystem in preferred ways rather than waiting for the future to appear.As part of the project,two tools were developed to move from the theoretical work to supporting education systems in practice.The Personas tool(see Box 1.1)is described in detail by Nilsson Brodn(202213).In short,personas are a way

125、 of capturing a broad range of teacher characteristics,research evidence and data into fictional teacher personas to ensure that possible directions in education policy account for the diverse nature of the teacher workforce.A persona for future teachers also serves as a provocation to consider how

126、to keep the teaching profession an attractive choice for future professionals.Box 1.1.OECD Personas tool:how to consider teacher needs and diversity in policy making?Respecting teacher professionalism and professional autonomy is considered an important aspect of the perceived chances of success for

127、 changing policy,as well as the possibility for teachers to be able to influence decisions that affect them(OECD,20198).Sometimes,ideas seem great on paper,yet do 15 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 The second tool,the Ambition loops tool,is described in detail

128、 by McGrath(202314).In short,the tool revolves around a broad set of What if statements for a range of stakeholders,such as teachers,school leaders,teacher educators,parents,students,researchers,policy makers and others active in or around the education sector.These stakeholders can interact with th

129、e statements to decide on ambitions and possible directions for the future of the teaching profession(see Box 1.2).not create the same result in practice.Often,policymakers suggest reforms,yet teachers might disagree,or the other way around.A result is tension between policymakers and the workforce

130、which hampers progress,when all stakeholders agree changes are needed.Teacher personas are meant to serve as a tool to help with this,as they strive to highlight individual and contextual needs of different teachers.One of the clear advantages of working with personas is the ability to highlight div

131、erse backgrounds,ages,experiences,and other categories and traits that shape the teacher workforce through each individual teacher,which could not only benefit policymakers,but also further the thinking of school boards and school teams.Viewing challenges and opportunities through the lens of differ

132、ent teachers creates a more nuanced understanding of the diversity of possible responses to policymaking.Personas have been described as a possible addition for the educational policy making toolbox by Nilsson Brodn(202213).Personas are versatile and evidence-informed,but also provide a face to poss

133、ible policies involving teachers.Research-based teacher personas are an attempt at creating a“tool to better align the design of the“product”proposed policy with the needs of the intended“users”the teacher workforce(Nilsson Brodn,2022,p.313).The concept of personas was first developed for interface

134、testing of software in the 1990s and then have consequently been actively picked up by other sectors,such as marketing and product development More recently,they have also been used in education,including use of student personas that student teachers can engage with(Weinhandl et al.,202320);teacher

135、personas to support“user-centred design”(Education Services Australia,201921)policy development;and education stakeholder personas to support person-centred and futures-oriented policies and services(OPSI,n.d.22).Using data to construct personas are a relatively new phenomenon(Huynh et al.,202123).B

136、oth research and data on education and the teacher workforce is plentiful,both in the international context,but also on a system level.Nilsson Brodn(202213)argues that OECDs Teaching and Learning International Survey(TALIS)could serve as a source of data from where education systems can build the fi

137、ctional teacher characters to better anticipate responses from their workforce on proposed policy reforms.For the purposes of this study,the developed teacher personas are data-driven and primarily based on findings from OECDs TALIS 2018 research,which surveys teachers and school leaders about worki

138、ng conditions and learning environments at their schools to help education systems face diverse challenges(OECD,20203).Additionally,the developed teacher personas draw heavily from Flemish data and research from the system and context they work in.The personas created in this study can potentially r

139、eceive an update based on the TALIS 2024 results.It is important to note that personas are in no way shaped to replicate real people(Nilsson Brodn,202213).They merely serve as informative,fictional characters that can help guide policy options and should only be used as such.16 CONSTRUCTING SCENARIO

140、S FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Both tools have been adapted for use in the Flemish education system and have supported the construction of scenarios for the future of teaching in Flanders.Structure of this publication This publication presents the results of the project methodolo

141、gy applied in Flanders.It is structured as follows.The second chapter describes the context,aims and methodology of the study,including specific research questions set by the Flemish Ministry of Education and Training.The third chapter presents the Flemish teacher personas,which were constructed for

142、 the purpose of this study.The fourth chapter presents a set of six preferred scenarios for the future of teaching that were developed by Flemish stakeholders,working with the ambition loops tool.Lastly,the fifth chapter presents reflections by the OECD team on possible lessons for transformation th

143、at can be drawn from the study.Box 1.2.The OECD ambition loops tool:how to strengthen connections for the teaching profession?What if we create space to think collectively about the future?The Ambition loops tool is structured using a series of“what if”statements to support the co-creation of prefer

144、red scenarios for the future of teaching.The focus on“what if”(McGrath,202314)can extend thinking beyond a starting point of current practice.The study includes statements of ambition to strengthen connections for the teaching profession and support their professional development and work.There are

145、ambitions for the school community,partners in the education sector including teacher educators and also in broader society,including health,welfare,culture,education technology(EdTech)and sustainability.Each“what if”statement collates a number of“ambition loops”.Ambition loops(McGrath,202314)are re

146、search-based statements that can support dialogue among different actors.McGrath(202314)defines the concept of“ambition loops”as“a combination of bold action statements that can be used with teachers and other partners to create a set of positive feedback loops that reinforce each other for the purp

147、ose of transforming practice and policy over the medium term”(p.914).Ambition loops identify possible actions that different partners can focus on related to a“what if”topic which can then be combined or“looped”with the actions of other partners to generate positive,sustainable directions for the fu

148、ture of teaching/schooling.For example,on the topic of a healthy work environment as a priority for supporting teacher well-being:Ambition loop:Teachers protect and promote a healthy working environment and take responsibility for themselves,each other,their students and the school they work for Amb

149、ition loop:School leaders are supported to play an important role in teachers well-being,as well as their own Ambition loop:Policymakers respond to the specific challenges of teaching in different contexts by focusing on a healthy working environment(especially for beginning teachers working in scho

150、ols in less advantaged communities).Ambition loops are successful when they create action-oriented synergies through collaboration of different actors towards a positive vision for the future.As such,each“what if”includes statements of ambition for specific actors within the system.17 CONSTRUCTING S

151、CENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 References Amsler,S.and K.Facer(2017),“Contesting anticipatory regimes in education:exploring alternative educational orientations to the future”,Futures,Vol.94,pp.6-14,https:/doi.org/10.1016/J.FUTURES.2017.01.001.19 Education Services Austra

152、lia(2019),Learning Progressions and Online Formative Assessment National Initiative:Audience Profile and Learning Needs Analysis,https:/web.archive.org.au/awa/20240313172543mp_/https:/ofai.edu.au/media/oqwbmag2/lpofai-audience_profile_and_needs_analysis-v1-1_optimised.pdf(accessed on 7 August 2024).

153、21 Fuller,T.(2017),“Anxious relationships:The unmarked futures for post-normal scenarios in anticipatory systems”,Technological Forecasting and Social Change,Vol.124,pp.41-50,https:/doi.org/10.1016/J.TECHFORE.2016.07.045.18 Holfelder,A.(2019),“Towards a sustainable future with education?”,Sustainabi

154、lity Science,Vol.14,pp.943-952,https:/doi.org/10.1007/s11625-019-00682-z.16 Huynh,T.et al.(2021),“Building personas from phenomenography:a method for user-centered design in education”,Information and Learning Sciences,Vol.122/11/12,pp.689-708,https:/doi.org/10.1108/ILS-12-2020-0256.23 Kuo-Hua,C.and

155、 L.Hsu(2020),“Visioning the future:Evaluating learning outcomes and impacts of futures-oriented education”,Journal of Futures Studies,Vol.24/4,pp.103-116,https:/jfsdigital.org/wp-content/uploads/2020/06/11-Chen-Visioning-the-Future-ED-8-2.pdf.17 McGrath,J.(2023),“What systematic connections should w

156、e have around schools to support the work of teachers?:Global lessons and the potential of ambition loops”,OECD Education Working Papers,No.296,OECD Publishing,Paris,https:/doi.org/10.1787/77de597c-en.14 Mezza,A.(2022),“Reinforcing and innovating teacher professionalism:Learning from other professio

157、ns”,OECD Education Working Papers,No.276,OECD Publishing,Paris,https:/doi.org/10.1787/117a675c-en.12 Nilsson Brodn,D.(2022),“Cross-sector and interprofessional collaborations:A powerful tool for the teaching profession?”,OECD Education Working Papers,No.283,OECD Publishing,Paris,https:/doi.org/10.17

158、87/7144c6ac-en.13 OECD(2024),What Does Child Empowerment Mean Today?:Implications for Education and Well-being,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/8f80ce38-en.4 OECD(2023),Education at a Glance,OECD Publishing,Paris,https:/doi.org/10.1787/e13bef63-en.9 OE

159、CD(2023),Teaching for the Future:Global Engagement,Sustainability and Digital Skills,International Summit on the Teaching Profession,OECD Publishing,Paris,https:/doi.org/10.1787/d6b3d234-en.6 OECD(2021),Global Scenarios 2035:Exploring Implications for the Future of Global Collaboration and the OECD,

160、OECD Publishing,Paris,https:/doi.org/10.1787/df7ebc33-en.15 18 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 OECD(2021),“Teachers professional learning study:Diagnostic report for the Flemish Community of Belgium”,OECD Education Policy Perspectives,No.31,OECD Publishing,Par

161、is,https:/doi.org/10.1787/7a6d6736-en.10 OECD(2020),TALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en.3 OECD(2019),TALIS 2018 Results(Volume I):Teachers and School Leaders as Lifelong Learners,TALIS,OECD P

162、ublishing,Paris,https:/doi.org/10.1787/1d0bc92a-en.1 OECD(2019),Working and Learning Together:Rethinking Human Resource Policies for Schools,OECD Reviews of School Resources,OECD Publishing,Paris,https:/doi.org/10.1787/b7aaf050-en.8 OECD(2009),Creating Effective Teaching and Learning Environments:Fi

163、rst Results from TALIS,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/9789264068780-en.2 OPSI(n.d.),Project LIMinal:Strengthening anticipatory innovation governance in Lithuania,Italy and Malta,https:/oecd-opsi.org/blog/project-liminal/(accessed on 7 August 2024).22 Schleicher,A.(2016),Teaching

164、Excellence through Professional Learning and Policy Reform:Lessons from around the World,International Summit on the Teaching Profession,OECD Publishing,Paris,https:/doi.org/10.1787/9789264252059-en.5 Suarez,V.and J.McGrath(2022),“Teacher professional identity:How to develop and support it in times

165、of change”,OECD Education Working Papers,No.267,OECD Publishing,Paris,https:/doi.org/10.1787/b19f5af7-en.11 United Nations Secretary-Generals High-Level Panel on the Teaching Profession(2024),Transforming the teaching profession:Recommendations and summary of deliberations of the United Nations Secr

166、etary-Generals High-Level Panel on the Teaching Profession,International Labour Office,https:/www.ilo.org/publications/recommendations-and-summary-deliberations-united-nations-secretary-generals(accessed on 13 May 2024).7 Weinhandl,R.et al.(2023),“Utilising personas as a methodological approach to s

167、upport prospective mathematics teachers adaptation and development of digital mathematics learning resources”,Journal of Mathematics Teacher Education,https:/doi.org/10.1007/s10857-023-09607-1.20 19 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 This chapter describes the co

168、ntext and aims of the study of the future of teaching in Flanders and provides an overview of the methodology used.2 The study of the future of teaching in Flanders 20 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Context and aims Trends in both international and national s

169、tudent assessments have caused a sense of urgency and agreement on the need for reform among stakeholders in the Flemish Community of Belgium(hereafter:Flanders)education system,but with much debate on what this may look like(Shewbridge and Kster,20211).There is a general agreement that a certain de

170、gree of change is required to keep up with changing demands(Brinckman and Versluys,20212).Results from the OECDs Programme for International Student Assessment(PISA)have pointed to concerns of equity within the Flemish system and declining average performance in reading,mathematics and science.In th

171、e most recent round(PISA 2022),Flemish students still perform above the OECD average,although there was a considerable further drop in student performance on average a phenomenon shared by many OECD education systems following the COVID-19 pandemic(OECD,20233;De Meyer et al.,20234).The 170,00 teache

172、rs employed in the Flemish education system(Flemish Ministry of Education and Training,20235)are directly affected by these debates and deliberations.The Flemish education system and-the teachers that work in it-has several strengths.Traditionally,teachers in Flanders have a high degree of autonomy

173、and this stands out in international comparison.In general,Flemish teachers choose the teaching profession from an intrinsic motivation(Van Droogenbroeck et al.,20196)and never before has Flanders employed as many teachers as it currently does(Flemish Ministry of Education and Training,20237).Flande

174、rs is also experiencing new groups of professionals currently outside of teaching who consider a teaching career for themselves in the form of side-entrants into the profession(Flemish Ministry of Education and Training,20237).Recent research suggests that the education sector,compared to the overal

175、l Flemish labour market and other service sectors,is performing well and that teaching offers comparatively positive job characteristics(De Witte et al.,20248).However,there is also a sense that the teaching profession is under pressure.As in many OECD countries,teachers perceive a decreased appreci

176、ation in society for their profession(OECD,20199;OECD,202010),and teacher shortages are a reality,especially in schools in more disadvantaged areas(Brinckman and Versluys,20212).There are also concerns about the high levels of stress and burn-out among teachers,which is often associated with the lar

177、ge amount of administrative burden that teachers experience in their work,as well as long working hours(Flemish Ministry of Education and Training,201611;Brinckman and Versluys,20212;Minnen,Verbeylen and Glorieux,201812;Tuytens et al.,202113).Another policy focus is the need for the Flemish teaching

178、 profession to better reflect the diversity of the student population(Commissie Diversiteit,202014;Commissie van Wijzen,202315).A number of publications have provided insight into possible ways forward for the teaching profession in Flanders,suggesting changes and making recommendations on several l

179、evels(Commissie van Wijzen,202315;OECD,202116;Commissie Diversiteit,202014;Brinckman and Versluys,20212).The Flemish Community of Belgium(Flanders)invited the OECD to undertake a study to progress thinking and start anticipating proposed changes for teacher professionalism,empowerment,and identity.I

180、n collaboration with the Flemish Ministry of Education and Training(hereafter:the Ministry)and a range of different stakeholders,the study was conducted between September 2023 and May 2024.Building on the existing(Flemish and international)evidence base,and drawing on a diversity of perspectives,the

181、 study aims to explore a positive and sustainable narrative for the future of the teaching profession in Flanders.It aims to generate a set of preferred scenarios for the future of teaching,that provide visions for the mid to long term,and that are supported and designed by a broad group of stakehol

182、ders working in education.Specifically,the study has three core research questions,which were formulated with the Flemish Ministry of Education and Training:21 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 1.What is the core of being a teacher?2.What do we expect from the t

183、eacher as a professional?3.How can other professionals*support the teacher in this(*inside and outside the school,from other sectors and the wider community around the school)?These questions were developed by the Ministrys team as part of a focus on developing a long-term strategy for the future of

184、 the teaching profession in Flanders.Stakeholders considered how their preferred future scenario would address these research questions(see Chapter 4).Methodology The study was performed through a structured process with four main activities(see Table 2.1.and Infographic 2.1.),advancing from prepara

185、tion,to development,to field work activities and lastly to summarising the findings of the study.The project methodologies apply strategic foresight(Fuller,201717;Amsler and Facer,201718;Holfelder,201919).The process was contextualised to match the situation,expectations and needs of the Flemish edu

186、cation system.As part of the process,the Ministry of Education and Training established a steering group,comprising representatives from key stakeholder groups such as teacher unions,school boards and higher education(see Annex C).The key objective of the steering group was to guide the study and pr

187、ovide feedback and comments on the draft publication.The OECD team presented updates on progress with the study and sought feedback from the steering group on three separate occasions.Table 2.1.Four main activities of the study in Flanders Activity Description Overview Research seminar Refining the

188、study tools and augmenting the research base 30 researchers from Flanders Stakeholder survey(data collection)Collecting different perspectives on ambitions for the future of teaching 78 completed responses from a range of stakeholders Stakeholder workshops Structured methodology using study tools to

189、 develop preferred future scenarios 75 participants(2 workshops).Stakeholder groups included teacher-researchers/teacher educators,school leaders,policy makers,unions,school boards,parental representation bodies,centers for student guidance Teacher personas Structured methodology using study tools t

190、o strengthen the draft scenarios considering the reaction of the set of teacher personas Ministry team and review by the steering committee Source:OECD study on New Professionalism and the Future of Teaching in Flanders The different activities listed in Table 2.1.are described in more detail below.

191、The methodology for the study is based on stakeholder participation:different stakeholders active in or around the education sector should be involved.Therefore,a mapping process of possible stakeholders was undertaken to identify who could be involved to participate during the different activities

192、of the study.Stakeholder groups involved in the study include practitioners(school leaders,teachers and student teachers),policy makers(school boards,community and department level),school support services(pedagogical advisory services,special education support,parental representational organisation

193、s),teacher unions and researchers(teacher education and other academics).Infographic 2.1.provides a visual representation for the methodology of the study,including the relationships between key components.22 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Infographic 2.1.Met

194、hodology of the study Ambition LoopsAmbition loops are a combination of bold action statements.They can be used among teachers and other stakeholder partners to create a set of positive feedback loops that reinforce each other for the purpose of transforming practice and policy over the medium term.

195、Teachers doPolicy makers doHigher education does.School leaders doPreferred future scenariosStakeholder surveyStakeholder workshopsPreferred future scenarios are the result of a collaborative process where participants engage with ambition loops and stakeholder input to identify valued priorities.Th

196、e scenarios address the following questions:Teacher personasStakeholder workshopsTo consider the diversity of the Flemish teacher workforce,a set of six teacher personas was created based on TALIS 2018 data and other research.They reflect specific characteristics,such as demographic aspects,motivati

197、ons,wellbeing,etc.,and can be used as a tool to anticipate the reactions of teachers to(future)situations and policies.Jos&HildeExperienced primary school teachersMark&MarleenExperienced secondary school teachersDavid&EllaUrban secondary school teachersPieter&ElkeSecond career teachersDemir&NoorTeac

198、hers from the futureKato&YasmineStarting primary school teachersWhat is the core of being a teacher?What do we expect from the teacher as a professional?How can other professionals support the teacher in this?How does the scenario address the research questions?1What are the big ideas for transforma

199、tion?2What are the first steps towards achieving these transformations?3 23 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Limitations Participation in the study was voluntary.Snowball sampling was used to invite stakeholders.A set of possible participants were invited initi

200、ally by the ministry and were invited to forward the invitation to colleagues and other relevant stakeholders.A limitation of this study is that the stakeholder participants in each of the study activities are not a representative sample but rather a group of willing people who offered to share thei

201、r expertise.Research seminar To adapt the research tools and gain a better understanding of the Flemish context,an online research seminar was organised.Thirty researchers and teacher educators took part in this event.The research seminar provided feedback to develop both the ambition loops tool as

202、well as the teacher personas tool,both were refined for use in the following phases of the study.For the Ambition loops tool,including examining the research questions that were formulated by the Ministry of Education and Training,three additional“What if”areas and 17 related ambition loops were add

203、ed(see bolded statements in Table 2.2).Some original ambition loops(see McGrath(202320)were deleted for manageability and some other statements were changed to improve their use in the Flemish educational context.Research relevant to the Flemish context was added throughout the Ambition loops framew

204、ork.A list of Ambition loops that were selected during the workshops and further development of the study can be found in Annex B.Table 2.2.Ambition loops framework for the Flanders study(“What if”)School community Education sector Broader societal sector What if.We create space to think collectivel

205、y about the future and develop new ideas?What if.We form partnerships to strengthen teacher professional identity throughout their careers?What if.We see schools as centres for learning and connecting with the community?What if.We redefine the roles of teachers and learners?What if.we support interd

206、isciplinary learning and working that meet different teachers interests?(e.g.climate change,student well-being)What if.We value expertise from across society to broaden learning experiences in school?What if.We value schools as a physical place for community interactions and student learning?What if

207、We consider student learning being a combination of formal education and other learning opportunities that exist outside school?What if.We see teachers as pedagogical innovators?What if.We appreciate that all adults in the school community play a role in caring for children and young people?New What

208、 if a healthy work environment was a priority for supporting teacher well-being?New What if we start thinking about diversifying career opportunities for teachers?New What if every school had space and time to collaborate with higher education?Note:Each“What if”statement summarises a set of ambition

209、 loops.The bolded statements refer the new statements which were added following the Flanders research seminar.Source:Adapted from McGrath,J.(2023),“What systematic connections should we have around schools to support the work of teachers?:Global lessons and the potential of ambition loops”,https:/d

210、oi.org/10.1787/77de597c-en.During the online research seminar,participants were also made familiar with the concept of teacher personas.Input was provided to think about several developments within society,schools,and the teacher workforce to consider when constructing the personas.This resulted in

211、a longlist of possible personas ideas to be studied.The participants shared research from Flanders to support the personas ideas.Table 2.3 provides an overview of the longlist,as well as examples of some of the motivations and 24 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 202

212、4 arguments that were mentioned during the online research seminar,and the personas which were ultimately selected to construct further.The shortlist was undertaken by the OECD team and the team from the ministry.The purpose of shortlisting was to develop a manageable tool that covers as many ideas

213、from the longlist as possible.Table 2.3.Longlist of possible teacher personas identified after the Flanders research seminar Personas idea Examples of motivation/arguments Shortlisted for use in the study Second-career teachers(coming from the private sector)Second-career teachers are an increasing

214、phenomenon in the Flemish teacher workforce and carry significant potential but need specific support.X Second-career teachers(grown-your-own)Second-career teachers can also be found already working in or around the school,but currently not in a teaching capacity.Urban secondary teachers The Flemish

215、 student population is rapidly changing,suggesting the need for a more diverse teacher population to reflect this.X Starting secondary teachers Starting secondary education teachers are a group of interest in Flanders due to changing perceptions in work and specific needs when starting with the prof

216、ession.Experienced secondary teachers A sizable group of teachers in secondary education is very experienced and has a long teaching career,with both positive and negative considerations.X Starting primary teachers Starting primary education teachers are a group of interest in Flanders due to changi

217、ng perceptions in work and specific needs when starting with the profession.X Experienced primary teachers A sizable group of teachers in primary education is very experienced and has a long teaching career,with both positive and negative considerations.X Future teacher(generation)Future teachers wi

218、ll have grown up in a very different world than some of their colleagues and may have different views on areas such as a healthy work-life balance.X Note:The shortlist was restricted to six teacher personas for manageability in their use.The shortlisted teacher personas sought to cover as many ideas

219、 from the longlist as possible.Source:OECD study on New Professionalism and the Future of Teaching in Flanders After having selected the teacher personas,the second step of the study was to begin the actual development.Work began by identifying relevant categories or traits that would shape the diff

220、erent personas.The selected personas were developed as a set of two fictional characters,to highlight both positive and negative effects of the categories attributed to the set.The personas that were constructed for the purpose of this study are grounded in TALIS 2018 findings,research from Flanders

221、 and international research,including PISA 2022 findings.An overview of the developed categories that shape the personas can be seen in Figure 2.1.Chapter 3 presents the personas in a narrative fashion,with all elements linked to research in bold,and zooms in on a number of highlighted categories.Th

222、e categories were highlighted because they(a)are indicative of features present in all of the personas(for example:the use of digital tools in schools)or(b)because they are of specific relevance to the context,character or feature of the specific persona described.Annex A presents an overview of the

223、 other categories that were derived and the research supporting these.Lastly,the personas have been captured in quotes responding to the scenarios that were developed in this study.25 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Figure 2.1.Developed categories and number o

224、f Flemish personas they were attributed to Note:a total of six sets of two persona types were constructed.Motivation is a category that is represented in all teacher personas,while the other categories have been represented in one or more sets of persona types.Source:OECD study on New Professionalis

225、m and the Future of Teaching in Flanders Stakeholder survey(data collection)A next step in the study was to collect different perspectives on ambitions for the future of teaching from stakeholders in the education sector.Survey respondents from a variety of stakeholder groups were asked to rate each

226、 ambition and“What if”statement on a scale of importance(Important/Not important)and the level of change that they thought would be required to attain the suggested ambitions(Area of strength/Short-term improvement/Longer-term transformation).Overall,there was strong support for the importance of su

227、rvey statements to the future of teaching in Flanders(on average,the statements were rated as important by 90%of respondents).All ambitions rated higher for longer-term transformation and shorter-term improvement compared to being an area of strength.There was no particular theme related to the ambi

228、tion statements rated to be of lower importance.Table 2.4.highlights themes that were distilled from an analysis of the top 20 statements with the highest ratings for importance from the stakeholder survey in each of the levels of change.Table 2.4.Themes distilled from an analysis of the top 20 stat

229、ements for each level of change Area of current strength Shorter-term improvement Longer-term transformation Student learning Student learning Student learning School as a physical place Teacher well-being Future thinking Parents as partners Teacher career planning Teachers as collaborators Teacher

230、engagement with research Source:OECD survey on New Professionalism and the Future of Teaching in Flanders(N=78)Stakeholder workshops Two stakeholder workshops were held in Brussels and in Ghent in January 2024.Most of the participants in the stakeholder workshops had completed the stakeholder survey

231、 before participating.At the start of 26 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 the workshop,each participant had the opportunity to review the ambition loops and results from the stakeholder survey.In addition,participants placed up to 10 dots across the statements

232、they most valued for their preferred scenario for the future of teaching/schooling.Stakeholders then worked collaboratively,using the ambition loops statements and their own discussions to generate preferred future scenarios for the future of teaching/schooling.Once the scenarios were generated,a fu

233、rther step provided opportunity to receive feedback on the proposed scenarios,including input for backward mapping to discuss possible actions needed to realise their preferred future scenarios.At the end of the session each group had the opportunity to strengthen their draft scenario based on the f

234、eedback.A total of eight preferred future scenarios were created across the two workshops.As outlined in the workshops,one of the next steps was for these to be distilled into a manageable number of scenarios to create a set of preferred scenarios for further development.A total of six scenarios wer

235、e developed by merging scenarios that showed a large amount of similarity between them.Column one of Table 2.5.shows the long list of eight scenarios created at the workshops.Column two shows the set of six final scenarios created.As part of the stakeholder workshops,39 ambition loops/what if statem

236、ents out of a 158 total available were included in the long list of preferred future scenarios developed(see Annex B).Some of the statements were repeated in up to three scenarios.Table 2.5.Creating the short list of preferred scenarios for the future of teaching Long List(8 scenarios)Short List(6 s

237、cenarios)A.Stakeholders should be valued partners in a web around a child for the purpose of having access to everything they need to develop 1.What if Schools are clearly placed within a web of partners providing everything that children need to develop?B.Unlimited potential of shared responsibilit

238、y 2.What if We unleash the unlimited potential of shared responsibility?C.Starting with the nearest partners 3.What if teachers develop their expertise together within a dynamic school team supported by trusted partners?D.Sustainable human resources 4.What if We recognise and support a focus on the

239、daily work of teachers?E.Strong and shared leadership to support core of teaching F.Teacher passion and expertise(Collaboration/professional learning)5.What if We give space for the development of teachers passions and expertise as part of a school team?G.Teachers are experts(develop in/out of schoo

240、l)H.Professionalisation as a way of working 6.What if Working and learning together was at the heart of professional identity and development?Source:OECD study on New Professionalism and the Future of Teaching in Flanders Teacher personas Following the stakeholder workshops,the OECD team worked with

241、 a small team from the Ministry to further strengthen the scenarios.A key focus of this session involved using the teacher personas to consider the relative benefits of the scenarios for different teacher personas as well as considering ways to action each of the scenarios.The final set of preferred

242、 scenarios for the future of teaching/schooling,and the perceived responses from the personas are detailed in Chapter 4.The next chapter outlines the six personas that were developed for this study,for which the methodology is described.27 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDER

243、S OECD 2024 References Amsler,S.and K.Facer(2017),“Contesting anticipatory regimes in education:exploring alternative educational orientations to the future”,Futures,Vol.94,pp.6-14,https:/doi.org/10.1016/J.FUTURES.2017.01.001.18 Brinckman,P.and K.Versluys(2021),Naar de kern:de leerlingen en hun leer

244、-kracht:Rapport van de Commissie Beter Onderwijs To the core:students and their learning power:Report of the Better Education Committee,https:/www.vlaanderen.be/publicaties/naar-de-kern-de-leerlingen-en-hun-leer-kracht-rapport-van-de-commissie-beter-onderwijs.2 Commissie Diversiteit(2020),Diversitei

245、t binnen het onderwijzend personeel:advies Diversity among teaching staff:advice,https:/www.serv.be/sites/default/files/documenten/COM_DIV_20200825_diversiteit%20binnen%20onderwijs_ADV.pdf.14 Commissie van Wijzen(2023),Prioriteit voor professionaliteit:competente leraren,sterke scholen,hoge onderwij

246、skwaliteit Priority for professionalism:competent teachers,strong schools,high teaching quality,https:/data-onderwijs.vlaanderen.be/documenten/bestanden/rapport-commissie-van-wijzen.pdf.15 De Meyer,I.et al.(2023),Vlaams Rapport PISA 2022 Flemish PISA report 2022,Universiteit Gent,Ghent,https:/www.pi

247、sa.ugent.be/uploads/files/Vlaams-Rapport_PISA2022.pdf.4 De Witte,K.et al.(2024),De in-en uitstroom in het lerarenberoep vanuit vergelijkend perspectief Entry and exit in the teaching profession from a comparative perspective,https:/data-onderwijs.vlaanderen.be/documenten/bestanden/Instroom_uitstroom

248、_Lerarenberoep.pdf.8 Flemish Ministry of Education and Training(2023),Omgevingsanalyse van het beleidsdomein onderwijs en vorming 2024-2029 Contextual analysis of the education and training policy area 2024-2029,https:/publicaties.vlaanderen.be/view-file/59107.7 Flemish Ministry of Education and Tra

249、ining(2023),Statistisch jaarboek van het Vlaams onderwijs-Personeel 2022-2023-overzichtstabellen Statistical yearbook of Flemish education-Staff 2022-2023-summary tables,https:/onderwijs.vlaanderen.be/nl/onderwijsstatistieken/statistisch-jaarboek/statistisch-jaarboek-van-het-vlaams-onderwijs-2022-20

250、23.5 Flemish Ministry of Education and Training(2016),Operatie Tarra:Onderzoek naar planlast-Eindrapport Operation Tarra:Administrative burden study-Final report,https:/onderwijs.vlaanderen.be/sites/default/files/2021-07/20160120-eindrapport-OperatieTarra.pdf.11 Fuller,T.(2017),“Anxious relationship

251、s:The unmarked futures for post-normal scenarios in anticipatory systems”,Technological Forecasting and Social Change,Vol.124,pp.41-50,https:/doi.org/10.1016/J.TECHFORE.2016.07.045.17 Holfelder,A.(2019),“Towards a sustainable future with education?”,Sustainability Science,Vol.14,pp.943-952,https:/do

252、i.org/10.1007/s11625-019-00682-z.19 28 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 McGrath,J.(2023),“What systematic connections should we have around schools to support the work of teachers?:Global lessons and the potential of ambition loops”,OECD Education Working Paper

253、s,No.296,OECD Publishing,Paris,https:/doi.org/10.1787/77de597c-en.20 Minnen,J.,J.Verbeylen and I.Glorieux(2018),Onderzoek naar de tijdsbesteding van leraren in het basis-en het secundair onderwijs Research on teachers time use in primary and secondary education,https:/www.onderwijs.vlaanderen.be/nl/

254、onderzoek/vlaams-en-internationaal-onderwijsonderzoek/beleidsrelevant-onderzoek/onderzoek-tijdsbesteding-leraren-basis-en-secundair-onderwijs.12 OECD(2023),PISA 2022 Results(Volume I):The State of Learning and Equity in Education,PISA,OECD Publishing,Paris,https:/doi.org/10.1787/53f23881-en.3 OECD(2

255、021),“Teachers professional learning study:Diagnostic report for the Flemish Community of Belgium”,OECD Education Policy Perspectives,No.31,OECD Publishing,Paris,https:/doi.org/10.1787/7a6d6736-en.16 OECD(2020),TALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,O

256、ECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en.10 OECD(2019),TALIS 2018 Results(Volume I):Teachers and School Leaders as Lifelong Learners,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/1d0bc92a-en.9 Shewbridge,C.and F.Kster(2021),Promoting Education Decision Makers Use of Evidence in F

257、landers,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/de604fde-en.1 Tuytens,M.et al.(2021),Psychosociaal welzijnsbeleid als onderdeel van strategisch personeelsbeleid in scholen:wetenschappelijk rapport Psychosocial wellbeing policy as part of strategic human resou

258、rces policy in schools:scientific report,https:/data-onderwijs.vlaanderen.be/documenten/bestanden/RapportWelzijnsbeleid.pdf.13 Van Droogenbroeck,F.et al.(2019),TALIS 2018 Vlaanderen-Volume I,Vrije Universiteit Brussel,Brussels,http:/talis2018.be/wp-content/uploads/2019/06/TALIS-2018-Vlaanderen-Volum

259、e-I.pdf.6 29 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 The teacher workforce in any education system is usually as diverse as the total workforce.This means different ages,experiences,and life-phases shape how teachers work and think.It also means that teachers might th

260、ink very differently about their work,now and in the future.In addition,it is important for policymakers to ask how proposed policy changes influence a diverse teacher workforce in different ways?This chapter presents constructed data-informed Flemish teacher personas.Based on both international and

261、 Flemish research and data,an overview of six sets of teacher personas are introduced,each with a different background,ages,experiences,motivations and other traits that shape the teacher workforce in Flanders.3 Teacher personas 30 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2

262、024 Meet Jos and Hilde,experienced primary school teachers Infographic 3.1.Jos and Hilde Note:Text in bold is supported by highlighted categories and other key indicators in Annex A.Jos and Hilde are two very experienced and motivated primary school teachers intheir 50s who care very much about thei

263、r work and about their pupils and oftendo more than is expected of them.So much at times,that their workload regularlyexceeds that of what they are capable of handling,which negatively impacts theirwork-life balance.When they are not feeling well or even sick,Jos and Hilde stillwant to be there and

264、come to school.Their school leader sometimes doesnt agree with this and wants to protect themfrom doing too much at the cost of their own well-being.In the case of Hilde,itmeant she had been absent for prolonged periods as she suffered from a burnout.Their school leader tries to identify boundaries

265、to what they should do in their work,which sometimes leads to friction,even though Jos and Hilde know the schoolleader has their best interests at heart.Hilde has decided to reduce her workload bystarting to work parttime.Jos and Hilde have been teaching for quite a while and have seen the professio

266、nand its responsibilities change.They feel that,while the school generally listens totheir voices in matters,society or national policy is not really interested in theirexperiences or voice.In the classroom however,they feel very confident and autonomous,it is truly theirrealm.Therefore,they would l

267、ike to stay working until the official retirement age.Sometimes,Jos and Hilde help younger colleagues if they ask,but they care morefor the students in their classroom.If provided with more options to learn on adidactical level and improve their skills in this area,they would be willing toundertake

268、schooling,but would need time to do so,as they feel their time is shortin supply.Jos and Hilde,experienced primary school teachers“I love my work because of my students,they are the reason I go to work every day.Notwithstanding the fact that I have experienced the work is tough and has gotten toughe

269、r over the years.Expectations from society and decisions from policy makers,nor the discourse about my profession make me happy.However,I love every minute of spending time with my pupils in the classroom and teaching them the skills they need in life.”Hilde,experienced primary school teacher 31 CON

270、STRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Highlighted categories Teachers experience autonomy Overall,most employees in the Flemish education sector indicate they experience sufficient autonomy.While this has decreased somewhat since 2004,the education sector is among thos

271、e sectors in Flanders where employees feel they have the most influence in planning and organising their own work(SERV,20231).In international comparison,they indicate a significant degree of autonomy.For example,Flemish teachers indicate a relatively high degree of autonomy in teaching and lesson p

272、lanning when compared to other OECD education systems(Van Droogenbroeck et al.,20202;OECD,20203).Research suggests that having autonomy is a reason to stay in the profession(Mombaers,Vanlommel and Van Petegem,20204;Mombaers et al.,20235).Figure 3.1.Perceived level of autonomy among employees in the

273、Flemish education sector Note:Autonomy was defined as the extent to which employees have influence over the planning and organisation of their own work control options.Number of respondents varies from a minimum of 892(2007)to a maximum 1739(2013).Source:SERV(2023),Hoe werkbaar is je job?Werktevrede

274、nheidsmeting werknemers 2023 How workable is your job?Employee job satisfaction survey 2023,https:/www.serv.be/sites/default/files/documenten/SERV_DB_20231004_WBM2023_Werknemers_RAP_StIA.pdf,table 38(autonomy by sector)Psychosocial illnesses reason for early retirement Data from 2022 shows that psyc

275、hosocial reasons are the main reason for absence for teachers(AGODI,20236).Tuytens et al.(20217)highlight that although psychosocial illnesses are often personal and not related or traceable to work,there are risks that work factors can damage both the mental and physical state of teachers,of which

276、stress and burn-out are the most commonly mentioned examples.Among staff aged 56 to 65,psychosocial illnesses are responsible for more than half of absenteeism in male staff and almost half for female staff.32 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Figure 3.2.Absente

277、eism of educational staff due to psychosocial reasons by age group in 2022 Note:The figure depicts the percentage of absenteeism explained by psychosocial reasons per age group.Psychosocial reasons are listed as all mental illnesses,disorders,and their consequential effects on staff,hindering them f

278、rom working.Source:AGODI(2023),Rapport afwezigheden naar aanleiding van ziekte 2022 Report of absences due to illness 2022,https:/data-onderwijs.vlaanderen.be/documenten/bestanden/Rapport%20ziekte%202022.pdf(based on table 6.3.1.)Mental health issues and emotional exhaustion are a reason for early r

279、etirement among older teachers(Van Droogenbroeck and Spruyt,20148;Van Droogenbroeck,Spruyt and Vanroelen,20149).Research suggests female teachers experience more stress and workload then male teachers(Van Droogenbroeck et al.,20202;Van Droogenbroeck,Spruyt and Vanroelen,20149).Research also suggests

280、 that investment in engagement,career perspectives/diversification and vitality can alleviate both the mental and physical strain for older teachers(Bogaerts,Borze and Vancraeyveldt,202110;Tuytens et al.,20217)Voice and status declining,high trust from society Overall,Flemish teachers do not feel th

281、ey have a significant voice in education.(Van Droogenbroeck et al.,201911).TALIS 2018 highlighted that only 1 in 5 primary school teachers(20%)feel their opinion is valued by policy makers,27%of teachers felt they can influence education policy in Flanders(Van Droogenbroeck et al.,201911;Van Droogen

282、broeck et al.,20202).TALIS 2018 also highlighted that only 31%of Flemish primary teachers believe that teaching is valued by society,down from 45%in 2013.Roughly a third(35%)of primary school teachers feel their profession is appreciated by local media(Van Droogenbroeck et al.,20202).Fewer teachers

283、reported feeling the profession is appreciated by society in 2018 compared with 2013(Flemish Ministry of Education and Training,202312;OECD,202113;Van Droogenbroeck et al.,201911;Van Droogenbroeck et al.,20202).Earlier OECD work in Flanders highlighted that the status of teaching is one of the eleme

284、nts identified by teachers as a risk of further amplifying already existing teacher shortages(OECD,202113)However,education is the most trusted institution in by the population(Figure 3.3).Research shows that 58%of the Flemish population aged 18 and over indicated they have trust in the education se

285、ctor.The percentage rises to 65%among the age-group 35-49 years,which is the age group that hosts many parents with children of school age.While this can be interpreted as reassuring for the education sector,it also means that a sizable part of the population indicates a lack of trust in institution

286、s,including education(Statistics Flanders,202314).ercenta es e ro s en o en 33 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Figure 3.3.Trust in Flemish institutions Note:survey was conducted at the end of 2022.The SV(Statistic Flanders)survey is conducted several times a y

287、ear among a sample of 6,000 inhabitants of the Flemish Region aged 18 and over and is a source for several public statistics.The depicted percentage is the number of respondents who indicated they trust the institution.Source:Statistiek Vlaanderen(2023),Vertrouwen in instellingen Statistics Flanders

288、(2023)Trust in institutions,https:/www.vlaanderen.be/statistiek-vlaanderen/relatie-overheid-en-burger/vertrouwen-in-instellingen 34 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Meet Kato and Yasmine,starting primary school teachers Infographic 3.2.Kato and Yasmine Note:Tex

289、t in bold is supported by highlighted categories and other key indicators in Annex A.Kato and Yasmine,both 23 years old,started teaching one year ago in respectively the thirdand fifth grade of primary school on a temporary contract.Kato in a small village in West-Flanders,while Yasmine started to t

290、each in a bigger school in Ghent.After finishingsecondary school,they completed a three-year educational bachelor.Although Yasminealready had her doubts about teaching after her internships,the internships of Kato hadbeen relatively pleasant.Stepping into the full-time teacher role,however,brought f

291、orth amore challenging reality for both Yasmine and Kato.First,they both are struggling with the high workload and job insecurity.Also,they feel thattheir job often does not give them enough flexibility to spend time with their partner andfriends.By comparing themselves to their peers,who are still

292、studying or recently started towork in other sectors,they sometimes feel left out.Although,they are resilient,theamount of work does gives them high levels of stress.Yasmine experienced one of herclose colleagues suffering a burn-out,which left an impact on her.Kato identifies part of the challenge

293、of working as a teacher is being accepted within theschool culture.There are times when Kato feels like an outsider.Although she sometimesreceives feedback and there is room for peer evaluation,which she certainly appreciates,she still would like to receive more support from her colleagues and schoo

294、l leader.Being astarting teacher,Kato is not always confident about her work.She does however verymuch appreciate the induction opportunities that her school offers,such as having amentor.Although Yasmine can relate to these issues to a certain extent,she has a betterrelationship with her colleagues

295、.Her main frustration,which is shared by Kato,is that shewould like to see her school engaged in more forms of school-based collaboration such asteam teaching,which were also encouraged in her teacher education programme,andwhich would make her feel less alone in front of the class.Finally,although

296、sheacknowledges the importance of parental involvement,she struggles sometimes with theengagement of some parents,who are older than her,and sometimes undermine herauthority.In general,Kato and Yasmine are uncertain about their future in teaching.They are stillyoung and could opt for another career.

297、Despite recognising the value of the profession,they question whether it outweighs the current struggles.Adding to the complexity of theirprofessional journey,the lack of universal perceived recognition on the importance ofteaching,further compounds their frustration.Kato and Yasmine,starting primar

298、y school teachers“After finishing my secondary school,I chose to enrol in teacher education as I have always wanted to be a teacher.Being a teacher seemed like an attractive profession:having an influence on the development of children,contributing to society,while at the same time having a reliable

299、 income.However,now that I became a full-time teacher one year ago,Im not so sure anymore whether teaching is something for me.”Kato,starting primary school teacher 35 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Highlighted categories Simpler forms of collaboration Compar

300、ed to the EU-5 counterparts1,Flemish primary education teachers engage less in simpler forms of collaboration,such as exchanging materials with colleagues,discuss pupils learning progress or collaborate with other teacher to ensure common assessment standards.However,primary education teachers do te

301、nd to collaborate more than their secondary education colleagues(Van Droogenbroeck et al.,20202).Female teachers tend to engage more in these simpler collaboration forms than their male counterparts(Van Droogenbroeck et al.,20202).Figure 3.4.Percentage of teachers indicating that they engage at leas

302、t once a month in simpler forms of collaboration.Source:OECD(2020),TALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en(tables II.4.1&II.4.2)More complex forms of collaboration When looking at more complex fo

303、rms of collaboration such as team teaching,collaborative professional learning or observing other teachers lessons,Flemish primary education teachers engage less in three of the four more complex forms of collaboration identified by TALIS 2018 than their colleagues in other European Union countries.

304、Similar to more simpler forms of collaboration,Flemish primary education teachers participate in more complex forms of collaboration more often than lower secondary education teachers(Van Droogenbroeck et al.,20202).TALIS 2018 results report that a collaborative school culture is associated with hig

305、her job satisfaction and lower stress levels(OECD,20203).It is interesting to note that TALIS 2018 reveals that novice teachers engage more frequently in both simple and complex collaborative activities(Van Droogenbroeck et al.,20202).Increasing(more complex forms of)collaboration within schools is

306、a recommendation coming from the OECD review on teachers professional learning in Flanders(OECD,202113).1 The EU-5 constitutes of Denmark,England,France,Spain and Sweden.Teachers in primary education in these countries participated in TALIS 2018.anders anders r ar ed ca on o er secondar ed ca on erc

307、enta es chan e co rse ater a s th co ea es ar c ate n d sc ss ons re ard n the earn n ro ress o s ec c s o a orate th other teachers to ens re co on assess ent standards or assess n s ro ress end tea ee n s36 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Figure 3.5.Percenta

308、ge of teachers indicating that they engage at least once a month in more complex forms of collaboration.Source:OECD(2020),TALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en(table II.4.1&II.4.2)Temporary con

309、tracts are common for younger teachers Very few teachers under 25 have a fixed contract in Flanders(Flemish Ministry of Education and Training,202315).For novice teachers job security can be an ongoing challenge as it can take long before tenure is provided.This can be a big obstacle for starting te

310、achers who would like to remain in the profession(Marent et al.,202016;Amitai and Van Houtte,202217).It is also identified as a possible reason to leave the profession(Amitai and Van Houtte,202217;Struyven et al.,201218;Mombaers,Vanlommel and Van Petegem,20204;De Witte et al.,202419).Figure 3.6 Numb

311、er of teachers on fixed or temporary contracts by age group in all education levels Note:Education personnel consists of teaching staff,school leaders,and deputy school leaders Source:Source:Flemish Ministry of Education and Training(2023),Statistisch jaarboek van het Vlaams onderwijs Personeel 2022

312、-2023 overzichtstabellen Statistical yearbook of Flemish education-Staff 2022-2023-summary tables,https:/onderwijs.vlaanderen.be/nl/onderwijsstatistieken/statistisch-jaarboek/statistisch-jaarboek-van-het-vlaams-onderwijs-2022-2023 anders anders r ar ed ca on o er secondar ed ca on ercenta es chan e

313、co rse ater a s th co ea es ar c ate n d sc ss ons re ard n the earn n ro ress o s ec c s o a orate th other teachers to ens re co on assess ent standards or assess n s ro ress end tea ee n s 37 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 Meet Mark and Marleen,experienced

314、 secondary school teachers Infographic 3.3.Mark and Marleen Note:Text in bold is supported by highlighted categories and other key indicators in Annex A.Mark and Marleen are in their early 60s and love their job in a suburban secondary schoolnear one of the bigger cities.They have always worked as t

315、eachers,are happy with theirprofession and think their renumeration is decent.The opportunity to contribute to societyand influence childrens development were the main reasons for them to go into theteaching profession,and it is still something that motivates them to be teachers.However,much has cha

316、nged since they started working.One example is the decrease in thestatus and respect they perceive for their work.Mark and Marleen feel that working asteachers has become more mentally demanding and experience significant stress due totheir work.One of their concerns is the increasing amount of admi

317、nistrative pressure intheir work.Sometimes,they are irritated by poor infrastructure in the school.Marleen alsofeels the school wants to change practices that she feels do not require change.This leadsher to think about possibilities to go into retirement early.Several of their lifelong friendshave

318、started to retire as well.Marleen has decided to start working parttime,to be able tospend more time with her young grandchildren.Alternatively,both Mark and Marleen might be interested in moving towards otherprofessional directions in school.For example,having more time and space away from theclass

319、room to coach and assist younger colleagues,or finding other uses for the experienceand qualities they have accumulated over the years.They would be open to moreprofessional development to strengthen their skills in this direction if it was available.The feeling of loss of status and respect,as well

320、 as stress and work pressure does not meanthat Mark and Marleen do not like their workplace anymore.They feel at home in theirschool and are seen as c t re carr ers.They continue to experience an overall broadsupport in their work,both from colleagues as well as from their school leader.Colleaguesco

321、me to them asking for advice and help.This strengthens them in their work and theirwillingness to keep working in school.It also means they feel competent to do their joband how to go about it.Mark and Marleen,experienced secondary school teachers“Although my job has become quite tough,I still love

322、it and wouldnt want to trade it for anything else.The workplace and collegiality keep me going.However,Im not sure how much longer I want to work and keep up the same thing I have been doing for the past decades.”Mark,experienced secondary school teacher38 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TE

323、ACHING IN FLANDERS OECD 2024 Highlighted categories Many teachers retire early A significant number of 60+education staff stop working early in Flanders(Flemish Ministry of Education and Training,202315;Van Droogenbroeck et al.,201320).Although the current official retirement age is 65,a 60%drop in

324、education staff working after 62 is visible in the most recent data(2275 education staff aged 62,899 education staff aged 63).This is found in earlier research as well and has been linked to early retirement options available,as well as emotional exhaustion and unsatisfactory working conditions,main

325、ly due to high administrative pressures(Van Droogenbroeck et al.,201320).The decision to retire is also influenced by environmental factors such as social norms regarding retirement,family,marital status,and financial dependency(Van Droogenbroeck and Spruyt,20148).Research suggests that while induct

326、ion policies for starting teachers are already being developed,extra attention on the personal and professional aspects of their work is considered valuable for teachers at the end of their careers(Bogaerts,Borze and Vancraeyveldt,202110).In general both men and women in Belgium leave the labour mar

327、ket at a relatively early age,around 61 years,compared to 64.4(men)and 63.1(women)years on average across the OECD(OECD,202321),indicating that early retirement should be considered a general trend in the Belgian labour market.Figure 3.7.Number of education personnel aged 60+in the workforce in Flan

328、ders Note:Education personnel consists of teaching staff,school leaders and deputy school leaders.Source:Flemish Ministry of Education and Training(2023),Statistisch jaarboek van het Vlaams onderwijs Personeel 2022-2023 overzichtstabellen Statistical yearbook of Flemish education-Staff 2022-2023-sum

329、mary tables,https:/onderwijs.vlaanderen.be/nl/onderwijsstatistieken/statistisch-jaarboek/statistisch-jaarboek-van-het-vlaams-onderwijs-2022-2023.Teachers report high administrative burden Administrative pressure has been a recurring and particularly persistent theme in Flemish education(Brinckman an

330、d Versluys,202122;Flemish Ministry of Education and Training,201623;Tuytens et al.,20217).Recent research highlighted that 83%of Flemish educational staff report experiencing a lot of administrative burden(Flemish Inspectorate of Education,202324).Teachers have indicated that administrative burden m

331、oves away from the feeling of working on the core tasks of education,an experience of limiting teacher autonomy,and the feeling of only being implementers while not understanding the added value of the administrative tasks for their work.This,in short,leads to feelings of stress and having a heavy w

332、orkload(Flemish Ministry of Education and Training,201623).New working practices can also lead to an increase in the sense of administrative burden.Moving to new digital tools 39 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN FLANDERS OECD 2024 for example,has shown to result in more negative

333、HR-outcomes for teachers(Muylaert,Decramer and Audenaert,202225).TALIS 2018 highlighted that Flemish teachers spend 2.5 hours on average per week on administrative tasks(Van Droogenbroeck et al.,201911).It is important to note that administrative burden is often used as an umbrella term for a broad range of practices that teachers feel are not associated with the core tasks of teaching(Brinckman a