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1、Educational Research and InnovationConstructing Scenarios for the Future of Teaching in AustriaEducational Research and InnovationConstructing Scenarios for the Future of Teaching in AustriaThis work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed an

2、darguments 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

3、 and to the name of any territory,city or area.Please cite this publication as:OECD(2025),Constructing Scenarios for the Future of Teaching in Austria,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/73545285-en.ISBN 978-92-64-70704-7(print)ISBN 978-92-64-98287-1(PDF)

4、ISBN 978-92-64-43026-6(HTML)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 2025 Attribution 4.0 International(CC BY 4.0)This w

5、ork 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 original work,identify changes

6、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 an original work by the O

7、ECD.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,you are responsible for obt

8、aining 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 arbitration in accordance wi

9、th 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 AUSTRIA OECD 2025 Preface The Austrian school system aims to create the optimal conditions for

10、 successful learning and best possible training for all pupils.The focus of this goal must therefore be on high-quality teaching,which is provided by highly trained,committed and motivated teachers in a student-centred manner.Ensuring the high quality of this teaching and continuously adapting it to

11、 the social environment is a constant challenge,especially in the face of rapid digitalisation,social change and growing global uncertainties.More than ever before,teachers are therefore called upon to fulfil this task effectively.As a profession,they have a shared responsibility to prepare young pe

12、ople for their role in future society and the world of work in the best possible way.In order to achieve this,they need modern and attractive framework and working conditions,but also opportunities to grow professionally and to effectively shape the necessary transformative and innovative processes

13、towards a future-proof profession.This is where the OECD study comes in and provides valuable data and impetus,whereby teachers are always understood as active and collaborative shapers of their own profession,who are in close dialogue with their social environment and with other professions.The sce

14、narios developed by stakeholders from the Austrian school system and other education experts,scientifically guided by the experts from the OECD Center for Educational Research and Innovation;provide an important databased foundation for the further development not only of the professional field,but

15、also of teachers understanding of their profession.The aim is not to define fixed measures for a specific future,but to develop desirable scenarios and use them as inspiration to set the course already today for targeted but adaptive and flexible future development.The results of this study come at

16、just the right time to support developments that have already begun to strengthen the image and attractiveness of the teaching profession and enable more diverse teaching careers(Klasse Job),to sharpen the future job profile of teachers and the demands on the profession,to establish a holistic human

17、 resources strategy for the school system,to bring teacher training even closer to practice and to better equip future teachers with the skills they need for effective learning in a digital and heterogeneous environment.It is now important to make use of the study results in an effective and targete

18、d way,as an important input and basis for constructive dialogue between practitioners,school administration and education policy.Director General Andreas Thaller,Directorate General for Education Development and Monitoring,Federal Ministry of Education Director General Margareta Scheuringer,Director

19、ate General for Staff Development,Teacher Training Colleges,School Maintenance and Legislation,Federal Ministry of Education 4 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Foreword The OECD Centre for Educational Research and Innovation(CERI)examines key questions through t

20、he frames of both research and innovation.It has a mandate to focus on the future and how to make the most of new opportunities,as well as to anticipate evolving challenges while privileging discovery,co-creation,and genuine inclusion.CERI has placed strong emphasis on the importance of teachers and

21、 teaching over the years,investing in conceptual work,for example,on teachers as knowledge workers and their professional status,on pedagogical innovation,as well as development of innovative components to assess teacher knowledge within the OECDs Teaching and Learning International Survey(TALIS).Th

22、e current publication presents the results of a study undertaken within the New Professionalism and the Future of Teaching project.Teachers play a vital role in the lives of every student and,collectively,the profession shapes communities and society in countless ways.As society continues to change

23、at a rapid rate,we need to anticipate the needs of the teaching profession in ways that ensure it thrives for the benefit of all.Firstly,as all professions evolve,we need to understand the possibilities this creates for the teaching profession.We can do this by considering policy making,research que

24、stions and examples of practice through the lens of teachers as professionals.Secondly,new 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 relationship

25、s involved in teaching to create empowering collaborations and conditions that support teachers 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 of.Coming back to the CERI main mandate

26、s,the New Professionalism and the Future of Teaching project mobilises the existing OECD evidence base(data,policy and research work)and adds new research work on professionalism,professional identity and meaningful collaboration.The project also conducts case studies in specific education systems,i

27、nitially in Flanders(Belgium),Wales(United Kingdom)and Austria.Each of these case studies are guided by a set of specific questions that draw on research from within the context of the respective education system,across the OECD and internationally.In terms of innovation,the project develops new met

28、hods 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 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

29、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 across stakeholders to transform practice and policy.To consider how attractive these future visions would be,the second tool that has been dev

30、eloped 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 methodology and tools are available for other education systems to use.This publication illustrates how these can be applied in a given context and p

31、rovides 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 TEACHING IN AUSTRIA OECD 2025 Acknowledgements The New Professionalism and the Future of Teaching team at the OECD thanks the many colle

32、agues who have contributed to the development of this publication at various stages.The authors of the report are Lydia Vosberg,Jason McGrath and Claire Shewbridge.The OECD team owes a great deal to our colleagues at the Austrian Ministry of Education,who have taken the initiative for this study.The

33、 authors of this report would therefore like to thank the Ministry of Education,in particular Bernhard Chabera and Patrizia Jankovic for their collegiality in planning the study.Thanks to all the participating Austrian teachers,school leaders,policy makers,researchers,academics,and other stakeholder

34、s who contributed to the realisation of this study.A special thank you to Michael Schratz,Doris Pfingstner,and Camilla Seilern,who all contributed a textbox in Chapter 4.Thank you to the reviewers Andrea Hofer and Thomas Radinger for reading earlier versions of this publication and providing constru

35、ctive feedback.Thomas Radinger also supported the stakeholder workshops.Thank you to Jan Maarse for support developing the personas in Chapter 3,and thank you to Charlotte Kohlloffel for developing the overview graphic for the set of personas.Thank you to Leonora Lynch-Stein who supported the team i

36、n preparing the study,including the research seminar and materials for the in-person workshops.The authors would like to thank Edmund Misson,Head of the Innovation and Measuring Progress division,and Andreas Schleicher,Director for the Directorate for Education and Skills,for their careful review of

37、 this publication and strategic guidance.The team is grateful to James Bouch for work on travel arrangements and Sabrina Bouldi for work on the layout for the publication.6 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Table of contents Preface.3 Foreword.4 Acknowledgements.

38、5 Executive summary.9 1 Introduction.11 Context and rationale for the work.12 New professionalism and the future of teaching.12 Structure of this publication.15 References.16 2 The study of the future of teaching in Austria.18 Context and aims.19 Methodology.20 References.26 3 Teacher personas.28 Me

39、et Sophia and Maximilian,starting primary school teachers/students.29 Meet Valerie and Maria,experienced primary teachers.33 Meet Mikael and Marlene,second career teachers in secondary schools.36 Meet Fatma and Ernst,experienced secondary school leaders.40 Meet Gabriela and Usman,secondary teachers

40、in an urban setting.43 Meet Jelena and Lukas,Austrian teachers from the future.46 References.49 4 Preferred scenarios for the future of teaching in Austria.55 Overview of the set of preferred scenarios.56 Scenario I:What if Schools provide space to foster curiosity and autonomy among students,teache

41、rs,and school leaders?.60 Scenario II:What if Schools embodied efficacy at various levels and in collaboration with diverse stakeholders.71 Scenario III:What if Confident school leaders allow teachers to experience collaboration as an integrated and valued part of their professional identity?.83 Sce

42、nario IV:What if Teachers are learning moderators within an open community?.94 Scenario V:What if We enable a culture of innovation for and with the teaching profession?.108 References.116 5 OECD analysis of the preferred future scenarios and lessons for transformation.133 Input from stakeholders on

43、 the research questions.134 7 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Key elements in the set of scenarios and supporting themes.138 Final reflection:a basis for the future.150 References.152 Annex A.Persona indicators.161 References.167 Annex B.Ambitions to support fu

44、ture scenarios.173 FIGURES Figure 2.1.Methodology of the study 21 Figure 2.2.Developed indicator categories and number of persona pairs they were attributed to 24 Figure 3.1.Teacher motivation by years of experience,in percentage 30 Figure 3.2.Support student learning through the use of digital tech

45、nology and teaching experience 31 Figure 3.3.Perceptions of discussion content with mentors 32 Figure 3.4.Percentage of teachers who agree or strongly agree with the following statements 34 Figure 3.5.Percentage of teachers working part-time and full-time,per gender 35 Figure 3.6.Comparison of perce

46、ptions between teachers in rural and urban areas 35 Figure 3.7.Starting student teachers by age and nationality 37 Figure 3.8.Percentage of teachers who report the following activities at least once per month 39 Figure 3.9.Average proportion of time school leaders report spending on the following ta

47、sks 41 Figure 3.10.Perceptions of innovation in school practices in Austria 42 Figure 3.11.Teachers wishes for training course contents 44 Figure 3.12.Austrian population with and without migration background 45 Figure 3.13.What do students in Austria look for in a job?47 Figure 3.14.School systems

48、using AI and other digital tools in their schools in 2023 48 Figure 4.1.Persona illustration:how Usman might comment on an aspect of this future scenario 65 Figure 4.2.Analysis of how teacher personas would react to preferred Scenario I 69 Figure 4.3.Persona illustration:How Lucas might comment on a

49、n aspect of this future scenario 76 Figure 4.4.Analysis of how the teacher personas would react to Scenario II 82 Figure 4.5.Persona illustration:How Fatma might comment on an aspect of this future scenario 85 Figure 4.6.Teacher professional identity(TPI)development and outcome model 91 Figure 4.7 A

50、nalysis of how teacher personas would react to Scenario III 93 Figure 4.8.Examples of partnerships between schools and other actors 96 Figure 4.9.Persona illustration:How Mikael might comment on an aspect of this future scenario 100 Figure 4.10.Analysis of how the teacher personas would react to Sce

51、nario IV 107 Figure 4.11.Persona illustration:How Valerie might comment on an aspect of this future scenario 110 Figure 4.12.Analysis of how the teacher personas would react to Scenario V 115 Figure 5.1.Summary of key elements across the set of preferred future scenarios 139 INFOGRAPHICS Infographic

52、 3.1.Sophia and Maximilian 29 Infographic 3.2.Valerie and Maria 33 Infographic 3.3.Mikael and Marlene 36 Infographic 3.4.Fatma and Ernst 40 Infographic 3.5.Gabriela and Usman 43 Infographic 3.6.Jelena and Lukas 46 Infographic 4.1.Overview of the set of six preferred scenarios 57 Infographic 4.2.Pref

53、erred Scenario I for the future of teaching in Austria 60 Infographic 4.3.Preferred Scenario I:specific actions for change 68 Infographic 4.4.Preferred Scenario II for the future of teaching in Austria 71 Infographic 4.5.Scenario two:Specific actions for change 81 Infographic 4.6.Preferred Scenario

54、III for the future of teaching in Austria 83 Infographic 4.7.Scenario three:Specific actions for change 92 8 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Infographic 4.8.Preferred Scenario IV for the future of teaching in Austria 94 Infographic 4.9.Scenario IV:Specific acti

55、ons for change 106 Infographic 4.10.Preferred Scenario V for the future of teaching Austria 108 Infographic 4.11.Scenario five:Specific actions for change 114 TABLES Table 2.1.Four main activities of the study in Austria 20 Table 2.2.Ambition loops framework for the Austrian study(“What if”)22 Table

56、 2.3.Longlist of possible teacher personas identified after the Austrian research seminar 23 Table 2.4.Themes distilled from an analysis of the top 20 statements for very importance and each level of change 24 Table 2.5.Creating the short list of preferred scenarios for the future of teaching 25 Tab

57、le 4.1.OECD analysis of elements for the future of teaching included in the preferred scenarios 58 Table A A.1.Further research used to construct Sophia and Maximilian 161 Table A A.2.Further research used to construct Valerie and Maria 163 Table A A.3.Further research to construct Mikael and Marlen

58、e 164 Table A A.4.Further research to construct Fatma and Ernst 165 Table A A.5.Further research to construct Gabriela and Usman 166 Table A A.6.Further research used to construct Anna and Lukas 167 Table A B.1.Ambition loops to support ideas for transformation 173 Table A B.2.Ambition loops to supp

59、ort building on strengths and short-term improvements 176 BOXES Box 1.1.OECD Personas tool:how to consider teacher needs and diversity in policy making?13 Box 1.2.The OECD ambition loops tool:how to strengthen connections for the teaching profession?14 Box 4.1.Developing ideas for transformation and

60、 the first steps towards these 56 Box 4.2.Modellregion Bildung Zillertal 67 Box 4.3.TALIS 2018 comparisons between contexts within Austria 77 Box 4.4.Spotlights on specific areas within the broader societal sector 79 Box 4.5.Spotlights on specific areas within the broader societal sector 81 Box 4.6.

61、The Power of We:Sharing Responsibility,Achieving More Together 86 Box 4.7.Professional Growth through Responsibility Staff Development at Modulare Mittelstufe Aspern,Vienna 88 Box 4.8.Seitenwechsel:From Classroom to Company and Back 102 Box 4.9.Spotlights on specific areas within the broader societa

62、l sector 104 Box 4.10.System approaches to stimulate innovation 111 Box 4.11.Spotlight on a specific areas within the broader societal sector 112 Box 5.1.Input from stakeholders on a vision for teacher professional identity and developing a more collaborative profession 134 Box 5.2.Input from stakeh

63、olders on a vision for teachers as professionals 135 Box 5.3.Input from stakeholders on a vision for teacher professional identity and developing a more collaborative profession 136 Box 5.4.Input from stakeholders on a vision for teacher collaboration and co-operative schools 137 Box 5.5.Input from

64、stakeholders on a vision for supporting teachers physical and mental health 138 9 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Executive summary The Centre for Educational Research and Innovation continues to recognise the core importance of teachers and teaching.After an e

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

66、ave 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 complex contexts,

67、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 Austria is the third in a

68、 series of three education system studies conducted in 2023 and 2024.Various stakeholders,including teachers,student teachers,teacher-researchers,teacher educators,school leaders,policy makers,unions,school inspectors,and parental representation bodies,provided feedback on their ambitions for the fu

69、ture of teaching in Austria.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 their judgements of what would be high priority

70、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 improvements over the short term?Different perspectives

71、 were gathered in two main ways.The first one was an online survey around the ambitions.As an example,one of the ambitions was that that“education policy makers develop mechanisms to use creative solutions(or micro-innovations)that schools develop as inspiration for education”.All respondents(100%)r

72、ated this as a high priority ambition and 73%judged this would require transformation.All respondents also rated as high priority that“all partners recognise the value of being physically together on site to have personal,physical and social interactions”but judged that this could be achieved via bu

73、ilding on current strengths in the system and some short-term improvements.The second way to gather perspectives consisted of two stakeholder workshops in Salzburg and Vienna where a total of six working groups collectively constructed scenarios for the future of teaching.Each working group comprise

74、d individuals with different roles and responsibilities in or around schools.They worked with the 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 exch

75、ange of professional experiences from different perspectives within and surrounding teaching in Austria.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 Austrian education who offered to share their exp

76、ertise.This initial effort to anticipate and increase deeper,structured thinking about medium-and long-term scenarios for teacher professionalism and empowerment offers input on how to strengthen the teaching profession in Austria.Potential benefits for the system include long-term strategic thinkin

77、g regarding the Austrian teacher workforce and finding solutions to issues that transcend the short-term.10 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 While constructing the scenarios for the future of teaching,stakeholders reflected on three research questions set for th

78、is study by the Austrian Ministry of Education in consultation with the OECD.What will it mean to be a teacher in the future?What should be at the core of the teaching profession?The set of future scenarios envisages a core of teaching for the future that creates a culture of teaching driven by curi

79、osity,openness and innovativeness,focused on preparing young people for a world of future challenges.This includes teacher innovation based on student needs and supporting student mindsets that move towards self-regulating rather than being controlled.Teachers are envisioned to be self-reflective an

80、d autonomous but they are also supported to foster collaborative approaches with other teachers and as part of working in multidisciplinary teams.How to develop teacher professional identity and a more collaborative profession?Imagine teachers have room and freedom to experiment with innovation and

81、new pedagogical approaches.Teachers mindsets are moving from“me and my class”to“us and our school”.Collaboration is seen as a(teacher)leadership skill,and a shared understanding of collaboration is integrated into teacher education,which supports changing the mindset and approaches to continuing pro

82、fessional development.New ways of professional development will be needed that are meaningful to teachers and their current work.Platforms for exchanging ideas would be well designed to facilitate a culture of cooperation and feedback.What are possible new ways for teachers to collaborate and co-ope

83、rate as a team in knowledge management,but also on current topics about school or society?What steps can be taken towards a co-operative school?Developing the professional role,including supporting a culture of shared feedback and support for teaching teams,should reduce pressure on individuals to b

84、e responsible for success and more focus on ways to harness collective professional identity.Dedicated space,including physical spaces,should allow teachers to critically reflect as a core part of their work together.Learning between professionals should extend between schools and by working closely

85、 with other meaningful partnerships.As the diversity of teacher profiles grows there is value in considering how different experiences and skills can be utilised within a school.And what support services do teachers need to improve and maintain their physical and mental health?A clear school leaders

86、hip vision prioritises well-being and enables targeted innovation.This includes system-wide supports such as mentoring,supervision,and coaching,along with robust induction processes that promote teamwork and collaboration.Prioritising leadership development at all levels and partnering with external

87、 professionals can further strengthen teacher well-being,for example through initiatives like“mindful schools”and ongoing professional learning.The OECD identified ten key elements that feature across a set of five preferred future scenarios for the future of teaching in Austria.Arguably,all would b

88、e important to the future of teaching,and many are common to several of the scenarios.Leadership,interdisciplinary working,teacher career development/diversity,collaborative school cultures,external collaborations,teacher autonomy and professional identity,and an innovation culture feature in all fi

89、ve scenarios.Healthy school environments,student learning initiatives,and partnerships with society and families were featured in most of the scenarios.The study also underlines the importance of thinking in more nuanced ways about the existing teacher workforce and potential new recruits.There is a

90、 rich diversity of professionals working within Austrian schools,with different motivations,life phases,passions,ambitions and professional development needs.An evidence-informed set of six Austrian teacher personas provides input to stress test the set of future scenarios.What would different teach

91、ers 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 what younger people will be looking for in their working lives?Overall,the Austrian teacher personas responded positi

92、vely to the suggested scenarios for the teaching profession in Austria.This report presents results of the initial reflection and provides tools to extend the exercise going forward.11 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 The concept of a profession evolves over tim

93、e.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 is an area of high priority for countries in the OECD.How can we anticipate the future of the teaching profession?How c

94、an we create preferred futures that value current professionals,inspire future teachers and respond to current challenges?This chapter introduces concepts for new professionalism in teaching and outlines two tools that have been developed to shape positive,sustainable futures.1 Introduction 12 CONST

95、RUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Context and rationale for the work What if you had the opportunity to shape young minds and make a lasting impact on society?For many,this is the driving force behind becoming a teacher.According to the OECD Teaching and Learning Inte

96、rnational Survey(TALIS)in 2018,nine out of ten teachers indicated the desire to influence childrens development and contribute to society as their primary motivation for joining the profession(OECD,20191).Yet,the world has become increasingly complex and fast-paced,placing greater demands on schools

97、.Many teachers in the 2018 TALIS survey expressed that being a cornerstone of society in fact comes with significant pressure and high stress levels(OECD,20202).What does this mean for the future of the teaching profession?How can society better support teachers in their roles?It is no surprise that

98、 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 health,broader economic opportunities,lower crim

99、e 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 the daily digital world(OECD,20243).Therefore,

100、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,20164;OECD,20235).New societal trends and accelerating digital advances have had a profound impact on societie

101、s and working life,including for the teaching profession.Consider evolving attitudes to working life,a desire for healthier life and work balance,flexibility in working times and arrangements,and the opportunities and challenges that technologies,including artificial intelligence can offer.These evo

102、lving opportunities and attitudes influence the choices of all professionals.For instance,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 profession within five years(OECD

103、,20202).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 lives and their lives outside work-and might not wish to stay in one profession their entire career.In TALIS 2

104、018,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 jo b security,compared to more experienced teachers(OECD,20191).In 2025,labour markets in many countries are becoming increasi

105、ngly tight,giving professionals greater freedom to choose the type of work that best suits them.Education systems are not indifferent to this,as many are facing teacher shortages or will need to prepare for them(OECD,20235;United Nations Secretary-Generals High-Level Panel on the Teaching Profession

106、,20246).This context demands a serious re-thinking of the core aspects of the teaching profession and what professionalism means in this day and age.New professionalism and the future of teaching The study on constructing scenarios for the future of teaching in Austria is part of broader work at the

107、 OECDs 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 teach

108、ers,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 project helps key stakeholders engage with research and ideas for next practice to have an infor

109、med 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 13 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 ongoing data colle

110、ction,research and reviews of teaching policies(OECD,20197;OECD,20191;OECD,20238)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

111、 Austria is the third application of these and is part of a series of three studies performed in 2024.The other two studies were done in Flanders(Belgium)and Wales(United Kingdom).Between 2020 and 2022,the project conducted desk-based research and bilateral discussions with policy makers and researc

112、hers in different OECD countries to 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 collabor

113、ation in and around the school as a support for teachers(OECD,20219;Suarez and McGrath,202210;Mezza,202211;Nilsson Brodn,202212;McGrath,202313).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 t

114、eachers reporting comparatively greater satisfaction with their job and lower stress levels(OECD,20202).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 20

115、18 also shows that collaborative 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,20202).The project has also esta

116、blished a set of principles to underpin more effective collaboration to support teachers in their work(Nilsson Brodn,202212)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 wor

117、k for teachers even further?How can 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 frame

118、work,which is concisely described in this publication,that can be used with stakeholders in different education systems.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 predi

119、ct the future(OECD,202114;Holfelder,201915)but provide a means to examine possible futures which can impact on short and long term planning(McGrath,202313;Kuo-Hua and Hsu,202016).Anticipating future developments(Kuo-Hua and Hsu,202016)and the use of strategic foresight(Fuller,201717;Amsler and Facer

120、,201718)can shape(Holfelder,201915)the system 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 B

121、rodn(202212).In short,personas are a way 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

122、serves as a provocation to consider how 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

123、 of the perceived chances of success for changing policy,as well as the possibility for teachers to be able to influence decisions that affect them(OECD,20197).Sometimes,ideas seem great on paper,yet do not create the same result in practice.Often,policymakers suggest reforms,yet teachers might disa

124、gree,or the other way around.A result is tension between policymakers and the workforce which hampers progress,even when all stakeholders agree that changes are needed.14 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 The second tool,the Ambition loops tool,is described in de

125、tail by McGrath(202313).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 wit

126、h the statements to decide on ambitions and possible directions for the future of the teaching profession(see Box 1.2).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 work

127、ing with personas is the ability to highlight diverse 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 education authorities and school teams.Viewin

128、g challenges and opportunities through the lens of different 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(202212).Personas are versat

129、ile and evidence-informed,but also provide a face to possible 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.312).T

130、he concept of personas was first developed for interface testing of software in the 1990s and has subsequently been actively picked up by other sectors,such as marketing and product development.More recently,they have also been used in education in Austria and elsewhere,including use of student pers

131、onas that student teachers can engage with(Weinhandl et al.,202319);teacher personas to support“user-centred design”policy development(Education Services Australia,201920);and education stakeholder personas to support person-centred and futures-oriented policies and services(OPSI,n.d.21).Using data

132、to construct personas is a relatively new phenomenon(Huynh et al.,202122).Both research and data on education and the teacher workforce is plentiful,both in the international context,but also on a system level.Nilsson Brodn(202212)argues that OECDs Teaching and Learning International Survey(TALIS)co

133、uld serve as a source of data from where education systems can build the fictional 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 OECD

134、s TALIS 2018 research,which surveys teachers and school leaders about working conditions and learning environments at their schools to help education systems face diverse challenges(OECD,20202).Additionally,the developed teacher personas draw heavily from Austrian data and research,reflecting their

135、working environment.The personas created in this study can potentially receive 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,202212).They merely serve as informative,fictional characters that can help guide

136、 policy options and should only be used as such.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-c

137、reation of preferred scenarios for the future of teaching.The focus on“what if”(McGrath,202313)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 an

138、d 15 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Both tools have been adapted for use in the Austrian education system and have supported the construction of scenarios for the future of teaching in Austria.Structure of this publication This publication presents the results

139、 of the project methodology applied in Austria.We note that the Austrian Ministry has undertaken a name change as of 1 April 2025.At the time that the study was undertaken the name was Federal Ministry of Education,Science and Research(BMBWF).However,at the time of publication the name is Federal Mi

140、nistry for Education(BMB).Where possible,we have chosen to use the current name of the Ministry for Education(BMB)but have used the older terminology where it is more appropriate to do so.The publication is structured as follows.The second chapter describes the context,aims and methodology of the st

141、udy,including specific research questions set by the Austrian Ministry for Education.The third chapter presents the Austrian teacher personas,which were constructed for the purpose of this study.The fourth chapter presents a set of five preferred scenarios for the future of teaching that were develo

142、ped by Austrian stakeholders,working with the ambition loops tool.Lastly,the fifth chapter presents reflections by the OECD team on possible lessons for transformation that can be drawn from the study.work.There are ambitions for the school community,partners in the education sector including teache

143、r 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,202313)are research-based statements that can support dialogue among different actors.McGrath(202

144、313)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 purpose of transforming practice and policy over the medium term”(p.913).Ambition loops

145、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 future of teaching/schooling.For example,on the topic of a healthy work environment as

146、 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 Ambition loop:School leaders are supported to play an important role in teachers well-b

147、eing,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 schools in less advantaged communities).Ambition loops are successful when they create a

148、ction-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.16 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 References Amsler,S.and K.F

149、acer(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 Education Services Australia(2019),Learning Progressions and Online Formative Assessment National Initiative:A

150、udience 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).20 Fuller,T.(2017),“Anxious relationships:The unmarked futures for post-normal scenar

151、ios 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:/doi.org/10.1007/s11625-019-00682-z.15 Huynh,T.e

152、t 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-12-2020-0256.22 Kuo-Hua,C.and L.Hsu(2020),“Visioning the future:Evaluating learning outcomes and impacts of future

153、s-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(accessed on 10 April 2025).16 McGrath,J.(2023),“What systematic connections should we have around schools to support the work of teachers?:Glo

154、bal lessons and the potential of ambition loops”,OECD Education Working Papers,No.296,OECD Publishing,Paris,https:/doi.org/10.1787/77de597c-en.13 Mezza,A.(2022),“Reinforcing and innovating teacher professionalism:Learning from other professions”,OECD Education Working Papers,No.276,OECD Publishing,P

155、aris,https:/doi.org/10.1787/117a675c-en.11 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/10.1787/7144c6ac-en.12 OECD(2024),What Does Child Empowerment M

156、ean Today?:Implications for Education and Well-being,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/8f80ce38-en.3 OECD(2023),Education at a Glance,OECD Publishing,Paris,https:/doi.org/10.1787/e13bef63-en.8 OECD(2023),Teaching for the Future:Global Engagement,Sustain

157、ability and Digital Skills,International Summit on the Teaching Profession,OECD Publishing,Paris,https:/doi.org/10.1787/d6b3d234-en.5 OECD(2021),Global Scenarios 2035:Exploring Implications for the Future of Global Collaboration and the OECD,OECD Publishing,Paris,https:/doi.org/10.1787/df7ebc33-en.1

158、4 17 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 OECD(2021),“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.9 OECD(2020),TALIS 20

159、18 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en.2 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.1 OECD(20

160、19),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.7 OECD(2009),Creating Effective Teaching and Learning Environments:First Results from TALIS,TALIS,OECD Publishing,Paris,https:/do

161、i.org/10.1787/9789264068780-en.23 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).21 Schleicher,A.(2016),Teaching Excellence through Professional Learning and Policy Reform:

162、Lessons from around the World,International Summit on the Teaching Profession,OECD Publishing,Paris,https:/doi.org/10.1787/9789264252059-en.4 Suarez,V.and J.McGrath(2022),“Teacher professional identity:How to develop and support it in times of change”,OECD Education Working Papers,No.267,OECD Publis

163、hing,Paris,https:/doi.org/10.1787/b19f5af7-en.10 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 Secretary-Generals High-Level Panel on the Teaching Profession,

164、International Labour Office,https:/www.ilo.org/publications/recommendations-and-summary-deliberations-united-nations-secretary-generals(accessed on 13 May 2024).6 Weinhandl,R.et al.(2023),“Utilising personas as a methodological approach to support prospective mathematics teachers adaptation and deve

165、lopment of digital mathematics learning resources”,Journal of Mathematics Teacher Education,https:/doi.org/10.1007/s10857-023-09607-1.19 18 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 This chapter describes the context and aims of the study of the future of teaching in Aus

166、tria and provides an overview of the methodology used.2 The study of the future of teaching in Austria 19 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Context and aims Classrooms are where the future takes root,where not only teachers and students come together but where to

167、days knowledge meets tomorrows societies(BMB,20241).How can schools keep up with this responsibility in times where teacher shortages are a pressing concern(Kroislaitner,20242;European Commission:Directorate-General for Education,20233),and students performance seems to be declining across OECD coun

168、tries(OECD,20234)?Austria has made bold developments to refresh and reform its education system in recent years,with the Education Reform Act of 2017(Bildungsreformgesetz 2017)reflecting a commitment to reimagining the teaching profession and schooling in a broader sense(BMB,20245).It emphasises gre

169、ater school autonomy and space for innovation,the professionalisation of management in education,and evidence-based decision making(Kster,Shewbridge and Krmer,20206).Another key development in the Austrian system is its effort to create a modern,positive image of the teaching profession and attract

170、both young talent and professionals from other fields into the classroom.The initiative Klasse Job has helped to recruit school graduates and second-career teachers in the 2023/2024 school year(BMB,20241;Schnider and Braunsteiner,20247).While these new teachers are a welcome addition,the next questi

171、on arises:how can Austrias 124,000 educators be effectively supported and retained(Statistik Austria,20248)?The Austrian education system and the teachers that work in it already has several strengths.According to the OECDs Teaching and Learning International Survey(TALIS),Austrian teachers collabor

172、ate more than their peers in many European Union countries,and engage in a culture of shared knowledge and responsibility(OECD,20209;Schmich and Opriessnig,202010).Austrian teachers are well aware of their crucial role in society in fact,96%of lower secondary teachers cite the opportunity to influen

173、ce childrens development or contribute to society as a major motivation for choosing their profession(OECD,201911).According to TALIS 2018,they rank among the most satisfied educators across all education systems:Austrian teachers agree more often with statements like“The advantages of being a teach

174、er clearly outweigh the disadvantages”and“If I could decide again,I would still choose to work as a teacher”than teachers in other systems around the world(Zakariya,Bjrkestl and Nilsen,202012).However,more recent research shows that only a third of Austrian teachers report being satisfied with their

175、 working conditions(Ableidinger,202313).Teacher stress and burnout are pressing issues,often driven by administrative burdens and unclear job expectations.These factors contribute to high levels of fatigue and dissatisfaction,impacting teacher retention(Lillich,Breil and Teufl,202414).Many teachers

176、in Austria see their role evolving far beyond traditional teaching:at times,they act as guides and even second parents to students,which is fulfilling,but also leads to challenges for which teachers feel unprepared.Many highlight the need for multiprofessional teams and targeted measures to help stu

177、dents,especially those students with socio-economic or migration-related disadvantages(MEGA Bildungsstiftung,202415),and support to protect both their and their students mental health(Lillich,Breil and Teufl,202414).The Austrian Ministry for Education invited the OECD to undertake a study to progres

178、s thinking and start anticipating proposed changes for teacher professionalism,empowerment,and identity.In collaboration with the Austrian Ministry for Education and a range of different stakeholders,the study was conducted between April and September 2024.Building on the existing(Austrian and inter

179、national)evidence base,and drawing on a diversity of perspectives,the study aims to explore a positive and sustainable narrative for the future of the teaching profession in Austria.It aims to generate a set of preferred scenarios for the future of teaching,that provide visions for the mid to long t

180、erm,and that are supported and designed by a broad group of stakeholders working in education.Specifically,the study has four core research questions for the future of teaching,which were formulated in conjunction with the Austrian Ministry for Education:20 CONSTRUCTING SCENARIOS FOR THE FUTURE OF T

181、EACHING IN AUSTRIA OECD 2025 1.What will it mean to be a teacher in the future?What should be at the core of the teaching profession?2.How to develop teacher professional identity and a more collaborative profession?3.What are possible new ways for teachers to collaborate and co-operate as a team in

182、 knowledge management,but also on current topics about school or society?What steps can be taken towards a co-operative school?4.What support services do teachers need to improve and maintain their physical and mental health?These questions were developed by the Ministrys team as part of a focus on

183、developing a long-term strategy for the future of the teaching profession in Austria.Stakeholders considered how their preferred future scenario would address these research questions(see Chapter 4).Methodology The Austrian study was performed through a structured process with four main activities(s

184、ee Table 2.1),advancing from preparation,to development,to field work activities and lastly to summarising the findings of the study.The process was contextualised to match the situation,expectations and needs of the Austrian education system.Table 2.1.Four main activities of the study in Austria Ac

185、tivity Description Overview Research seminar Refining the study tools and augmenting the research base 18 researchers and teacher educators from Austria Stakeholder survey(data collection)Collecting different perspectives on ambitions for the future of teaching 83 completed responses from a range of

186、 stakeholders Stakeholder workshops Structured methodology using study tools to develop preferred future scenarios 54 participants(2 workshops).Stakeholder groups included teachers,student teachers,teacher-researchers/teacher educators,school leaders,policy makers,unions,school inspectors,and parent

187、al representation bodies Teacher personas Structured methodology using study tools to strengthen the draft scenarios considering the reaction of the set of teacher personas Ministry team and as part of the stakeholder workshop reviewed by stakeholder groups Source:Material gathered as part of the OE

188、CD study on New Professionalism and the Future of Teaching in Austria.The different activities listed in Table 2.1 are described in more detail below.The methodology for the study is based on stakeholder participation:different stakeholders active in or around the education sector should be involved

189、.Therefore,a mapping process of possible stakeholders was undertaken to identify who could be involved to participate during the different activities of the study.Stakeholder groups involved in the study included practitioners(school leaders,teachers,and student teachers),policy makers,teacher union

190、s and researchers(teacher education and other academics).Participation in the study was voluntary.Snowball sampling was used to invite stakeholders.A set of possible participants were invited initially by the ministry and were invited to forward the invitation to colleagues and other relevant stakeh

191、olders.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 their expertise.Infographic 2.1.provides a visual representation for the methodology of the study,including

192、 the relationships between key components.21 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Figure 2.1.Methodology of the study Source:Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Austria.Ambition LoopsAmbition loops are“a c

193、ombination of bold action statements.They can be used with 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”(McGrath,2023).Teachers doPolicy makers doHigher education

194、does.School leaders doPreferred future scenariosStakeholder surveyStakeholder workshopsPreferred future scenarios are the result of a collaborative processwhere participants engage with ambition loops and stakeholder input to identify valued priorities.Teacher personasStakeholder workshopsTo conside

195、r the diversity of the Austrian teacher workforce,a set of six teacher and principal personas was created based on TALIS 2018 data and other research.They reflect specific characteristics,such as demographic aspects,motivations,wellbeing,etc.,and can be used to anticipate the reactions of teachersto

196、(future)situations and policies.1.What will it mean to be a teacher in the future?What should be at the core of the teaching profession?2.How to develop teacher professional identity and a more collaborative profession?3.What are possible new ways for teachers to collaborate and co-operate as a team

197、?What steps can be taken towards a co-operative school?4.What support services do teachers need to improve and maintain their physical and mental health?Sophia&Maximilian Starting primary school teachersValerie&MariaExperienced primary school teachersMikael&MarleneSecond career teachers,secondary sc

198、hoolFatma&ErnstSecondary school principalsGabriela&UsmanUrban secondary school teachersJelena&LukasTeachers from the future22 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Research seminar To adapt the research tools and gain a better understanding of the Austrian context,an

199、 online research seminar was organised.Eighteen researchers and teacher educators took part in this event.The research seminar provided feedback to develop both the ambition loops tool as well as the teacher personas tool,both were refined for use in the following phases of the study.For the Ambitio

200、n loops tool,including examining the research questions that were formulated by the Austrian Ministry of Education,four additional“What if”areas and 22 related ambition loops were added(see bolded statements in Table 2.2).Some original ambition loops(see McGrath(202316)were deleted for manageability

201、 and some other statements were changed to improve their use in the Austrian educational context.Research relevant to the Austrian context was added throughout the Ambition loops framework.A list of Ambition loops that were selected during the workshops and further development of the study can be fo

202、und in Annex B.Table 2.2.Ambition loops framework for the Austrian study(“What if”)School community Education sector Broader societal sector What if.We value schools as a physical place for community interactions and student learning?What if.We form partnerships to strengthen teacher professional id

203、entity 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 interdisciplinary learning and working that meet different teachers interests?(e.g.climate change,student well-be

204、ing)What if.We value expertise from across society to broaden learning experiences in school?What if.we create space to collectively think about the future and develop new ideas?What ifWe consider student learning being a combination of formal education and other learning opportunities that exist ou

205、tside school?What if.We see teachers as pedagogical innovators?What if a healthy work environment was a priority for supporting teacher well-being?What if every school had space and time to collaborate with higher education?NEW What if we learnt from the most successful professional industries?What

206、if we start thinking about diversifying career opportunities for teachers?NEW What if all stakeholders took responsibility for growing a professional teacher?NEW What if curriculum empowers teachers(individually and collectively)?NEW What if there were supports for meaningful collaboration?Note:Each

207、“What if”statement summarises a set of ambition loops.The bolded statements refer to the new statements which were added following the Austrian research seminar.Source:Adapted from(McGrath,202317),“What systematic connections should we have around schools to support the work of teachers?:Global less

208、ons and the potential of ambition loops”,https:/doi.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 Austrian society,schools,and the teacher workforce to

209、 consider when constructing the personas.This resulted in a longlist of possible personas ideas to be studied in the Austrian context.The participants also shared research from Austria to support the personas ideas.Table 2.3 provides an overview of the longlist,as well as examples of some of the mot

210、ivations and arguments that were mentioned during the online research seminar,and the personas which were ultimately selected to construct further.23 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Table 2.3.Longlist of possible teacher personas identified after the Austrian r

211、esearch seminar Personas idea Examples of motivation/arguments Shortlisted for use in the study Teacher in an urban context The Austrian student population is rapidly changing,suggesting the need for a more diverse teacher population to reflect this.X Teacher in rural school The variety of settings

212、for teachers provides opportunities and challenges to be considered.X Experienced teacher also working in teacher education There are potential benefits from exploring people who crossover roles such as teaching and teacher education.Second-career teacher Second-career teachers are an increasing phe

213、nomenon in the Austrian teacher workforce and carry significant potential but need specific support.X Teacher in different types of schools The variety of settings for teachers provides opportunities and challenges to be considered.X Imbalance in cultural diversity The Austrian student population is

214、 rapidly changing,suggesting the need for a more diverse teacher population to reflect this.X Differences in socio-economic status in schools and political attitudes Aligning teacher profiles with specific demographic needs provides a way to consider potential benefits from diversifying teacher prof

215、iles.Technological developments and how students and teachers respond to them Technology can be viewed as a support for teacher work or an added burden,depending on the specific teacher profile.X Teachers approaching retirement Valuing and utilising the experience of teachers can benefit retention o

216、f experienced teachers as well as direct benefits for less experienced teachers Starting teacher Starting teachers are a group of interest in Austria due to changing perceptions in work and specific needs when starting with the profession.X Experienced teacher A sizable group of teachers in secondar

217、y education is very experienced and has a long teaching career,with both positive and negative considerations.X Teacher from the future Future teachers will 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

218、.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 from the longlist as possible.Source:Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Austria.Aft

219、er having selected the Austrian teacher personas,the second step of the study was to begin the actual development.Work began by identifying relevant categories of traits that would shape the different personas.The selected personas were developed as a set of two fictional characters,to highlight bot

220、h positive and negative effects of the categories attributed to the set.The personas that were constructed for the purpose of this study are grounded into TALIS 2018 findings,research from Austria and international research,including Programme for International Student Assessment(PISA)2022 findings.

221、An overview of the 23 developed categories that shape the personas can be seen in figure 2.2.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.The categories were highlighted because they(a)are indic

222、ative 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 other categories that were derived and the research s

223、upporting these.24 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Figure 2.2.Developed indicator categories and number of persona pairs they were attributed to Note:A total of six sets of two persona types were constructed.Motivation and gender are categories that are represe

224、nted in all teacher personas,while the other categories have been represented in one or more sets of persona types.Source:Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Austria.Stakeholder survey(data collection)A next step in the study was to collec

225、t 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 ambition and“What if”statement on a scale of importance(Very important/Less important/Not important)and the level

226、 of change that they thought would be required to attain the suggested ambitions(Area of strength/Short-term improvement/Longer-term transformation).Overall,the statements expressed in the survey were rated of high importance to the Austrian education system.The average respondent rated 85%of the st

227、atements as being of very high importance.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 ambition statements rated to be of lower importance.Table 2.4 highlights themes that wer

228、e 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 statements for very importance and each level of change Area of current strength Shorter

229、-term improvement Longer-term transformation Leadership Support to learners Co-construction Mentoring Teacher collaboration Teachers roles Partnerships Professional development Cross-sectoral collaboration Diversity Source:OECD survey on New Professionalism and the Future of Teaching in Austria(N=83

230、).25 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Stakeholder workshops Two stakeholder workshops were held in Salzburg and in Vienna in June 2024.Most of the participants in the stakeholder workshops had completed the stakeholder survey before participating.At the start of

231、 the workshop,each participant had the opportunity to review the ambition loops and results from the stakeholder survey.In addition,participants placed up to ten dots across the statements they most valued for their preferred scenario for the future of teaching/schooling.Stakeholders then worked col

232、laboratively,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 further step provided opportunity to receive feedback on the proposed scenarios,including input for backward mapp

233、ing 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 feedback.A total of six preferred future scenarios were created across the two workshops.As outlined in the work

234、shops,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 five scenarios were developed by merging scenarios that showed a large amount of similarity between them.Column one of Table 2.5 s

235、hows the long list of six scenarios created at the workshops.Column two shows the set of five final scenarios created.As part of the stakeholder workshops,54 ambition loops/what if statements out of a 163 total available were included in the long list of preferred future scenarios developed(see Anne

236、x B).Table 2.5.Creating the short list of preferred scenarios for the future of teaching Long List(6 scenarios)Short List(5 scenarios)A.What if we strengthen curiosity and autonomy in schools?I.What if Schools provide space to foster curiosity and autonomy among students,teachers,and school leaders?

237、B.What if schools embodied“efficacy”at various levels and in collaboration with diverse stakeholders?II.What if schools embodied efficacy at various levels and in collaboration with various stakeholders C.What if collaboration is experienced as an integrated and valued part of the professional ident

238、ity of teachers?(meaningful,beneficial,fulfilling)III.What if confident school leaders allow teachers to experience collaboration as an integrated and valued part of their professional identity?D.Building relationships for growth:Teachers connecting schools as centres of learning with kids,families

239、and the society IV.What if teachers are learning moderators within an open community?E.“Open hearts,open minds”:Teachers working with and in other professions the core of teaching F.What if we enable a culture of innovation for and with the teaching profession?V.What if we enable a culture of innova

240、tion for and with the teaching profession?Source:Material gathered as part of the OECD study on New Professionalism and the Future of Teaching in Austria.Teacher personas Stakeholders who participated in the workshops were invited to an additional workshop after the scenarios were drafted.The purpos

241、e of this workshop was to strengthen the scenarios.A key focus of this workshop involved using the Austrian 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 scenar

242、ios 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 in(Textbox 1.1 and Chapter 2).26 CONSTRUCTING SCENARIOS FOR THE FUTURE

243、 OF TEACHING IN AUSTRIA OECD 2025 References Ableidinger,C.(2023),Warum die Schule den Kindern nicht die Flgel hebt.Umfrage unter Lehrerinnen und Lehrern Why school doesnt lift the childrens wings.Survey among teachers,https:/www.talentebluehen.at/assets/publikationen/PB-Warum-die-Schule-den-Kindern

244、-nicht-die-Fluegel-hebt.pdf(accessed on 21 March 2025).13 BMB(2024),Bildungsreformgesetz 2017 Education Reform Act 2017,https:/www.bmb.gv.at/Themen/schule/schulrecht/erk/bildungsreformgesetz_2017.html(accessed on 21 March 2025).5 BMB(2024),Ressortstrategie“Klasse Job”Resort strategy“Klasse Job”,http

245、s:/www.bmbwf.gv.at/Themen/schule/zrp/klassejob.html(accessed on 21 March 2025).1 European Commission:Directorate-General for Education,Y.(2023),Education and training monitor 2023 Austria,https:/data.europa.eu/doi/10.2766/123079(accessed on 21 March 2025).3 Kster,F.,C.Shewbridge and C.Krmer(2020),Pr

246、omoting Education Decision Makers Use of Evidence in Austria,Educational Research and Innovation,OECD Publishing,Paris,https:/doi.org/10.1787/0ac0181e-en.6 Kroislaitner(2024),Lehrer am Limit:“Zu wenig Personal,zu wenig Ressourcen”,Der Standard,https:/www.derstandard.at/story/3000000233441/lehrer-am-

247、limit-zu-wenig-personal-zu-wenig-ressourcen(accessed on 21 March 2025).2 Lillich,M.,C.Breil and L.Teufl(2024),Gesundheitsbefragung von sterreichischen Schulleitungen und Pdagog:innen Health survey of Austrian school leaders and teachers,https:/www.ifgp.at/cdscontent/load?contentid=10008.785921&versi

248、on=1708352443(accessed on 21 March 2025).14 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 Papers,No.296,OECD Publishing,Paris,https:/doi.org/10.1787/77de597c-en.1

249、6 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 Papers,No.296,OECD Publishing,Paris,https:/doi.org/10.1787/77de597c-en.17 MEGA Bildungsstiftung(2024),Forschungsbe

250、richt.Reality-check:Brennpunkt Schule?Research report.Reality check:Schools as troubled hotspots?,https:/www.megabildung.at/wp-content/uploads/2024/06/Forschungsbericht.BrennpunktSchule.pdf(accessed on 26 August 2024).15 OECD(2023),PISA 2022 Results(Volume I):The State of Learning and Equity in Educ

251、ation,PISA,OECD Publishing,Paris,https:/doi.org/10.1787/53f23881-en.4 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.9 OECD(2019),TALIS 2018 Results(Volume I):Teachers and School Leaders as L

252、ifelong Learners,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/1d0bc92a-en.11 27 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Schmich,J.and S.Opriessnig(2020),Kooperation von Lehrkrften Teacher cooperation,https:/doi.org/10.17888/talis2018-2.10 Schnider,A.and Braunstei

253、ner(2024),“Lehrkrftemangel in sterreich.Bestandsaufnahmen und Initiativen Teacher shortage in Austria.Stocktaking and initiatives”,journal fr lehrerInnenbildung jlb 01/2024 Perspektiven zum Lehrpersonenmangel im deutschen Sprachraum,pp.40-49,https:/doi.org/10.35468/jlb-01-2024-03.7 Statistik Austria

254、(2024),Teaching Staff,https:/www.statistik.at/en/statistics/population-and-society/education/teaching-staff(accessed on 21 March 2025).8 Zakariya,Y.,K.Bjrkestl and H.Nilsen(2020),“Teacher job satisfaction across 38 countries and economies:An alignment optimization approach to a cross-cultural mean c

255、omparison”,International Journal of Educational Research,Vol.101,p.101573,https:/doi.org/10.1016/j.ijer.2020.101573.12 28 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 The teacher workforce in any education system is similarly multifaced as the total workforce.This means dif

256、ferent ages,experiences,ambitions,and life-phases shape how teachers work.It also means that teachers might think 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

257、 ways?This chapter presents constructed data-informed Austrian teacher personas.Based on both international and Austrian research and data,an overview of six sets of teacher personas(including one school leader pair)are introduced,each with a different background,ages,experiences,motivations and oth

258、er traits that shape the teacher workforce in Austria.3 Teacher personas 29 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Meet Sophia and Maximilian,starting primary school teachers/students Infographic 3.1.Sophia and Maximilian Note:Text in bold is supported by highlighted

259、categories and other key indicators in Annex A.Sophia and Maximilian are in their twenties and aspiring to become teachers.Sophia has already finished her teaching studies and is currently working as a teacher in a suburban primary school while being in her induction phase.Maximilian is also working

260、 as a teacher but has yet to finish his studies and officially start with his induction year.Sophia likes working as a team with her colleagues and enjoys the collaborative atmosphere in her school.While her fist weeks of induction were challengingsince her mentor taught a subject different to hers,

261、she quickly adapted to the new environment and appreciates how her colleagues collaboratively improve their teaching and their students learning experiences,for example by watching each others lessons and using digital tools.Although she has not been working as a teacher for very long,she needs to b

262、e challenged to keep her work interesting.She fears she might not want to stay in a position where her daily work would become monotonous and tedious,so she is open to new challenges or to further professional development.Maximilian has been working as a teacher for a year now but is not yet graduat

263、ed.While he feels it is important to finish his studies,he is also doubting his future career as a teacher.There is still much to explore and do,why stay in a classroom all day and during his whole career?Also,Maximilian feels the burden of his workload;the work as a teacher is too demanding on a pe

264、rsonal level.Yes,he has many holidays,but he sometimes works more than 50 hours in a week,while his friends can take days off or work from home,he cannot.The reason why Maximilian is still working as a teacher is because of his intrinsic motivation to work with children:He hopes he can make a positi

265、ve impact in society and he has a strong sense of responsibility towards the new generations.Sophia&MaximilianStarting primary school teachers“While I really like teaching and working with children,there have been moments where I felt not ready for the responsibility that is given to me.The jump fro

266、m university to practice has been overwhelming at times,but I know that I am not alone in this.This still makes me wonder whether I am capable of teaching and whether I want to be.”Sophia,starting primary school teacher30 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Highlig

267、hted indicators Intrinsic and extrinsic motivation to become a teacher As in other countries,Austrian teachers demonstrate a high intrinsic motivation for their profession(OECD,20191).In TALIS 2018,the most important reason for becoming a teacher was that teaching allows for influencing young people

268、s development,followed by the motivation to contribute to society,and benefit the socially disadvantaged(see Figure 3.1)Compared to the average of 23 European Union countries1,extrinsic factors such as a reliable income,job security,and a schedule that fits into other responsibilities within ones li

269、fe,were less important to Austrian lower secondary teachers.Teachers with less than 5 years of teaching experience however attributed a higher importance to these factors than their more experienced colleagues(Figure 3.1).Figure 3.1.Teacher motivation by years of experience,in percentage Source:OECD

270、(20192),TALIS 2018 Results(Volume I):Teachers and School Leaders as Lifelong Learners,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/1d0bc92a-en,table I.4.1.Teachers using digital technologies The Teaching and Learning International Survey(TALIS)2018 highlighted that,in comparison to other Europ

271、ean Union countries,a relatively small proportion of lower secondary education teachers in Austria indicated that they frequently use ICT for projects or class work in 2018,with only 32.9%doing so(OECD,20191).Less experienced and younger teachers indicated more often that they use ICT than their mor

272、e experienced colleagues(see Figure 3.2),but they also often lack advanced digital skills(Helm,Huber and Loisinger,20213).Only 19.9%of teachers felt well prepared or very well prepared to use ICT in teaching.(OECD,20191).However,the Covid-19 pandemic brought with it a rapid and far-reaching integrat

273、ion of digital forms of teaching and learning in most secondary schools during the school closure phases(Janschitz,Zehetner and Fernandez,20224).This led to an expansion of technical equipment and digital skills-both for teachers and schools as well as for pupils and the learning environment at home

274、(Janschitz,Zehetner and Fernandez,20224).The Austrian government has since proposed numerous 1 The EU-23 average(2018)includes the 23 EU countries/regions that participated in the TALIS survey in 2018,excluding England.31 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 policie

275、s like the 8-Point-Plan and the Master plan for the digitalisation of education and made significant investments to gradually consolidate and incorporate this(Riepl,20235;BMB,n.d.6).Figure 3.2.Support student learning through the use of digital technology and teaching experience Source:OECD(20207),T

276、ALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals,TALIS,OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en,table I.2.20 Induction for starting teachers Research has suggested a clear need for starting teachers to go through a phase of induction(Thomas et al.,2019

277、8;Shanks et al.,20209)to prevent early attrition.One of the reasons for this is that the shift from limited responsibilities as an intern,to near total responsibility for all aspects of teaching after graduating can be daunting and result in a so-called praxis shock,which has also been identified in

278、 Austria(Ballet,Kelchtermans and Loughran,200610;Nairz-Wirth,Feldmann and Lehner,202311).Since the 2019/2020 academic year,all teachers in Austria are required to undergo a mandatory career entry phase(Symeonidis,Haas and Schneider,202312;BMB,202413).Elements of induction include the forming of peer

279、 groups,becoming a member of the school and professional community,and having a mentor.One of the induction practices that has been considered effective for starting teachers is mentorship(Shanks et al.,20209).As the mandatory career phase was only recently introduced,mentorship is still relatively

280、underdeveloped in Austria.TALIS 2018 indicated only 10.8%of teachers reported having a mentor during the first five years in school(OECD,20191).A study on mentorship in Austrian primary schools showed that 47%of starting primary teachers were mentored by teachers in the same subjects,12%by those wit

281、h at least one shared subject,and 29%by mentors in entirely different fields.Notably,12%of trainees were unaware of their mentors teaching subjects(Prenzel et al.,202114).The respondents rated the quality of mentorship highly,with an average rating of 3.43 out of 4.The perceived quality of mentorshi

282、p was highest when mentors and trainees taught the same subjects(Prenzel et al.,202114).The perceptions of mentorship content differ widely between mentees and mentors,indicating that mentees see a need for dialogue in various topics(see Figure 3.3).32 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHI

283、NG IN AUSTRIA OECD 2025 Figure 3.3.Perceptions of discussion content with mentors Note:Mittelschule:General secondary school in Austria for students aged 1014,offering a broad basic education.AHS(Allgemeinbildende Hhere Schule):Academic secondary school that prepares students for university,starting

284、 at age 10 and lasting 8 years.Source:Prenzel et al.(202114).Der Berufseinstieg in das Lehramt.Eine formative Evaluation der neuen Induktionsphase in sterreich.Starting a career as a teacher.A formative evaluation of the new induction phase in Austria.Waxmann Verlag GmbH.https:/doi.org/10.31244/9783

285、830993483.33 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Meet Valerie and Maria,experienced primary teachers Infographic 3.2.Valerie and Maria Note:Text in bold is supported by highlighted categories and other key indicators in Annex A.Valerie and Maria are experienced pri

286、mary teachers in their late 40s.Valerie works in a school in rural Upper-Tyrol with about 80 students,while Maria works in a small school in Burgenland with 60 students.They have both dedicated many years to teaching and have developed a deep connection with their school and the local community.Thei

287、r primary motivation has always been to make a positive impact on their students lives,nurturing their growth and fostering a love of learning.Besides having clear intrinsic motivations to work as teachers,Valerie and Maria also chose the profession because of the ability of combining the work with

288、having caretaker responsibilities in their family.Now that their children are getting older,both might be interested in progressing their careers more.Whereas Valerie is particularly interested in exploring new career paths within education potentially moving into roles that involve leadership,mento

289、ring new teachers or taking on administrative responsibilities,Maria is tempted to lean towards curriculum development or specialised teaching areas.But there are some requirements to doing so.First,digital skills are currently lackingand both Valerie and Maria will need to keep up with the evolving

290、 educational landscape.They are eager to learn but unsure where to start or what opportunities are available for professional development.Secondly,Valerie and Maria will have to explore the potential career pathways and the professional development opportunities required for them.For this,they will

291、need to access,understand and register to the relevant existing courses,workshops and training programmes.And thirdly,they will need to build and strength their professional network,to connect with other teachers and mentors who can provide them with guidance and support.However,working in relativel

292、y isolated small schools may be an obstacle to achieve this.Valerie&MariaExperienced primary school teachers“I have very much enjoyed teaching in the school and community that I work in.On top of that,it has given me the opportunity to combine work with raising my children.Now that they are older,I

293、would like to develop myself more as a teacher.However,I am not sure about the possibilities or routes to take.”Maria,experienced primary school teacher 34 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Highlighted indicators Job satisfaction In TALIS 2018,overall satisfactio

294、n with the teaching profession in Austria was high compared to other systems(see Figure 3.4.)(OECD,202015).Secondary analysis suggests that Austria has the most satisfied teacher workforce of all education systems in TALIS 2018(Zakariya,Bjrkestl and Nilsen,202016).More recent Austrian research,howev

295、er,shows that only a third of Austrian teachers report being very satisfied(6%)or satisfied(27%)with their working conditions(Ableidinger,202317).A majority find their conditions to be average(31%)or below average(20%),12%are rather unsatisfied and 5%are not satisfied at all.Dissatisfaction is most

296、common among middle-aged teachers working in urban schools with over 500 students(Ableidinger,202317)When asked about ways to improve their daily work life,over half(51%)of the teachers mentioned a reduction in bureaucracy and administrative burden,including less paperwork and more support for admin

297、istrative tasks.Additionally,18%of teachers,particularly in primary schools,noted that having more school psychologists and social workers would significantly ease their workload(Ableidinger,202317).Research further suggests that having a satisfied teacher workforce is positively impacted when teach

298、ers are able to teach in ways that are aligned with their own educational beliefs,as well as by supervisory support,good relations with colleagues and parents,and low time pressure and discipline problems(Skaalvik and Skaalvik,201118).Figure 3.4.Percentage of teachers who agree or strongly agree wit

299、h the following statements Source:(OECD,20207),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.2.10.Working part-time A considerable percentage of Austrian teachers works part-time.This is the c

300、ase for 23%of all male teachers and 34%of female teachers in Austrian schools(see Figure 3.5.)(Statistik Austria,202419),which is higher than the Austrian average across other professions(21%)(OECD,202520).The figure is particularly high in Tyrol(43.8%)and Vorarlberg(43%).One explanation might be th

301、at there is no comprehensive,all-day childcare available in these regions(APA,202321).35 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 From an international perspective,the number of workers working part-time in Austria in general is rather high(OECD,202520).Research has bee

302、n inconclusive whether part-time working can have negative consequences for teachers(Seibt et al.,201122;Seibt and Kreuzfeld,202123;Unterbrink et al.,200724).Figure 3.5.Percentage of teachers working part-time and full-time,per gender Note:Mittelschule:General secondary school in Austria for student

303、s aged 1014,offering a broad basic education.AHS(Allgemeinbildende Hhere Schule):Academic secondary school that prepares students for university,starting at age 10 and lasting 8 years.Source:Statistik Austria(202419),Bildung in Zahlen 2022/23:Schlsselindikatoren und Analysen Education in figures 202

304、2/23:Key indicators and analyses,https:/www.statistik.at/fileadmin/user_upload/BiZ-2022-23_Schluesselindikatoren.pdf(accessed on 15 April 2025),based on chapter 4.1,image 2.Rural teachers have lower stress levels and collaborate more While the stress levels of Austrian teachers are generally well be

305、low the EU and OECD average,Austrian teachers in rural areas in particular,experience less(10.4%)stress than those in urban areas(16.4%)(OECD,202015).They feel valued,albeit still at low levels,more often by society(18.9%compared to 14.2%of urban teachers).Teachers in rural areas also appear to coll

306、aborate somewhat more than those in urban areas and agree more often that there is a collaborative school culture which is characterised by mutual support(see Figure 3.6.)(OECD,202015;Wiesinger,Schaubmair and Brunauer,202025).Figure 3.6.Comparison of perceptions between teachers in rural and urban a

307、reas Source:OECD(20207),TALIS 2018 Results(Volume II):Teachers and School Leaders as Valued Professionals.In TALIS.OECD Publishing,Paris,https:/doi.org/10.1787/19cf08df-en,Table II.2.4,II.2.40,II.4.28.36 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Meet Mikael and Marlene,s

308、econd career teachers in secondary schools Infographic 3.3.Mikael and Marlene Note:Text in bold is supported by highlighted categories and other key indicators in Annex A.usage restreintMikael and Marlene are second career teachers in their 30s,who have recently started their teaching career into se

309、condary education in Austria.Both participated in the KlasseJob initiative,which supports professionals transitioning into teaching roles.Mikael has opted for a complete career switch and has left the private sector to become a full-time teacher in biology.Marlene always wanted to be a teacher but d

310、oesnt want to work in a school full-time.She therefore opted for teaching as a secondary profession,taking the opportunity to combine her daily work as a hairdresser with sharing her knowledge with pupils at a vocational school.For both,the move from the private to the education sector was largely m

311、otivated by the urge to work with young people and children and to contribute to their development.Working with young people and being able to contribute to society is important to them.Mikael was quite surprised by the administrative processes he had to undergo before starting as a teacher.While he

312、 had some choice in the position and school he wanted to work,a lot of forms and vague procedure came his way first.He felt quite left alone with these issues and would have appreciated some support staff.Despite these initial hurdles,Mikael was excited about his new role and quickly immersed himsel

313、f in the school environment.He enjoys making complex biological concepts accessible and engaging for his students,and he finds great satisfaction in seeing their curiosity and understanding grow.Marlenes motivation to teach stems from her desire to contribute to society and help young people develop

314、 practical skills that will serve them in their life,beyond their professional careers.Marlene brings a unique perspective to her teaching,integrating real-world experience and hands-on learning experience.However,she requires excellent time management and organisational skills to balance her primar

315、y career as a hairdresser with her teaching responsibilities.She would love in the future to develop new vocational courses that blend practical skills with academic learning,although she understands that currently she does not have the capacities to do it by herself.Mikael&MarleneSecond career teac

316、hers working in secondary education“Moving into teaching -from a very open and autonomous profession to a very structured environment has not been easy.Yet,I do not regret going into teaching,I really like working with children so far.I also believe my former experience makes my teaching style uniqu

317、e and valuable to my students,and I have a fresh view on the school that can really contribute to its development.”Mikael,second career teacher 37 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 Highlighted indicators Second-career teacher numbers growing The career change mod

318、el and initiative Klasse Job aims to support Austrias teacher workforce through three key actions:(1)modernising the image of schools,(2)recruiting new groups for teaching(including career changers and secondary career teachers),and(3)improving teacher education.In accordance with this,a public camp

319、aign was designed to promote a more positive image of schools and attract career changers,secondary job educators,and younger students to the teaching profession(BMB,202426).As part of the initiative,653 second-career teachers started in the school system in the 2023/24 school year,more than twice a

320、s many as in the previous year(APA,202321).Compared to the school year of 2022/23,the number of second-career teachers among all teachers rose from 5.5%to 8.4%in 2023/24(Schnider and Braunsteiner,202427).A look at the age of teacher students in Austria supports this trend.The growing number of stude

321、nts above the age of 25 indicates more people choose teaching as a second-career pathway(Statistik Austria,202428).This trend is particularly strong for the number of older students with foreign nationalities,which has more than quadrupled since 2021/22(see Figure 3.7.).There is the expectation that

322、 teachers with a migration background can positively impact the self-image of diverse learners through their role model effect(Morgenroth,Ryan and Peters,201529;Frhauf et al.,202330;Syring et al.,201931),which was stressed by an integration expert of the Austrian government(Der Standard,201632).They

323、 tend to deal more sensitively,consciously,and successfully with ethnic,cultural,and linguistic diversity and can develop stronger relationships with parents(Massumi,201433).The NGO Teach for Austria also plays a role in strengthening the second-career teacher pathway.Through a highly selective lead

324、ership programme,Teach for Austria recruits professionals from diverse academic and occupational backgrounds and prepares them for teaching in schools serving disadvantaged communities.Since 2012,523 fellows joined the programme,contributing to a more diverse and socially engaged teacher workforce(T

325、each for Austria,202534).Figure 3.7.Starting student teachers by age and nationality Note:The numbers for 2022/23 and 2023/24 represent starting student teachers including and below age 24 and above age 25.For the school year 2021/22,the numbers represent teacher graduates.The age group 24 includes

326、graduates up until age 29,while older graduates were assumed to have started their studies when they were already 25 and older.Source:Statistik Austria(202435),Studierende,belegte Studien,Students,studies attended,https:/www.statistik.at/statistiken/bevoelkerung-und-soziales/bildung/studierende-bele

327、gte-studien(accessed on 15 April 2025).38 CONSTRUCTING SCENARIOS FOR THE FUTURE OF TEACHING IN AUSTRIA OECD 2025 What motivates second-career teachers?Second-career teachers,like their first career colleagues,show a high intrinsic motivation:they wish to pass on their expertise,help young people and

328、 contribute to society(Berger and DAscoli,201236;Williams,201037;Lee,201138).Thus,they are driven by altruism(Laming and Horne,201339;Uusimaki,201140),although they also value potential personal benefits(Laming and Horne,201339)and perceive teaching as more exciting,creative,and social than their pr

329、evious career(Baeten and Meeus,201641).Beyond intrinsic reasons,extrinsic and pragmatic considerations play a role,too such as stress or dissatisfaction with their previous career,job security,and working hours(Laming and Horne,201339;Lee,201138;Baeten and Meeus,201641;Tigchelaar,Brouwer and Korthag

330、en,200842).Social status appears to be less important in choosing teaching as a second career(Richardson and Watt,200543).While intrinsic motivations are generally more important to join the teaching profession than extrinsic ones,the only approach that works in attracting teachers to challenging sc

331、hools seems to be providing financial incentives(See et al.,202044).To retain them,a supportive and conducive working environment is needed(See et al.,202044).Several studies have attempted to categorise second-career teachers into subgroups based on their motivations(Baeten and Meeus,201641).The fi

332、rst subgroup comprises second-career teachers who have always had a desire to teach but did not go into teacher education earlier due to,e.g.,financial barriers to resuming studies.The second subgroup consists of those who chose teaching for pragmatic reasons like job reward and family-friendliness.

333、The third subgroup shows a strong sense of service,and a fourth subgroup opted for teaching based on previous experiences:teaching-like professional experience,or life events such as divorce or a professional crisis.The fifth subgroups focus is on simply exploring a second career.Collaboration among teachers Based on TALIS 2018,teacher collaboration in Austria is notably strong.Austrian teachers a