Teacher Education and Development Study in Mathematics - IEA

More documents

Recommendations

Info

PART 2: SPAIN 151 References Cros, F., Duthilleul, Y., Cox, C., & Kantasalmi, K. (2004). Attracting, developing, and retaining effective teachers. Country note: Spain. Paris: Organisation for Economic Co-operation and Development (OECD). Eurostat. (2008). Website. Retrieved January 10, 2008, from http://epp.eurostat.ec.europa.eu/ portal/page?_pageid=0,1136184,0_45572595&_dad=portal&_schema=PORTAL. Ministry of Education and Science. (2004). Datos y Cifras del curso escolar (School data and figures) 2004–2005. Madrid: Author. National Institute of Education (INE). (2007). Anuario Estadístico de España 2007 (Statistical yearbook of Spain). Madrid: Author. Organisation for Economic Co-operation and Development (OECD). (2004). Education at a glance. Education indicators 2004. Paris: Author. Organisation for Economic Co-operation and Development (OECD). (2007). Education at a glance. Education indicators 2007. Paris: Author. Sanz Vallejo, V., Ortiz Gordo, E., & Álvarez Prieto, J. J. (2003). Attracting, developing, and retaining effective teachers: OECD country background report for Spain. Madrid: Ministry of Education, Culture, and Sports.
152 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Switzerland 23 Composition of the teacher labor force The labor market for teachers in Switzerland is stratified according to level of education, type of program, type of provider (public or private), region of the country (cantons and communes), and subject matter (OECD, 2004a). Any imbalance between supply of teachers and demand relates to imbalances in different sub-markets for teachers. Results from the OECD International Survey of Upper Secondary Schools (ISUSS) indicated that, in 2001/2002, the percentage of full-time equivalent teaching positions to be filled stood at 13.9% of the total full-time requirement. This percentage was above the OECD country mean of 12.3% (OECD, 2004a). Qualitative shortages were also evident, although more at the lower-secondary and upper-secondary level than at the primary level. Although difficulties in recruiting teachers exist at different levels of the labor market, the situation is worst at the lower-secondary level. Each advertised position typically attracts between only one and five applicants, limiting the choice-set considerably. The situation is particularly acute in mathematics and physics (OECD, 2004a). Principals in upper-secondary schools say that the subject areas for which they have the greatest difficulty hiring teachers are mathematics, computer sciences, and the sciences. The situation appears to be less problematic in the social sciences (OECD, 2004a). The teaching force in Switzerland is mainly female (just over 72% of all teachers in public schools were female in 1999 at the primary level). The proportions change as one moves to higher levels: only 45% of teachers are female at the lower-secondary level; around 32% are female at the upper-secondary level (OECD, 2004a). A study by Henneberger and Souza-Poza in 2002 put the turnover rate for the teaching sector as a whole at approximately eight percent. This figure was below the average of just over 10% for all sectors in the economy. There was some variation across cantons, where the range was 5% to 11%. Because the teaching force is not particularly old, retirement does not explain turnover in any significant way (OECD, 2004a). Teacher recruitment, hiring, and education The task of recruiting, selecting, and appointing teaching staff in Switzerland is the responsibility of the cantonal and communal authorities together with the commune’s school committees and the schools’ management/principals. The degree of involvement of each of these stakeholders varies by canton. Generally, the school principal/management plays the major role in recruitment and selection, even when the formal responsibility lies with the school committees. This trend is especially true of upper-secondary schools and schools in the French-speaking part of the country. No standard procedure is followed during recruitment and hiring. In many cases, teachers have the right to suggest who should be recruited. Sometimes they participate in the selection process in their capacity as members of the school committee. The selection procedure is, however, thorough. It typically involves consideration of applicants’ files and “portfolios,” a guided visit of the school, interviews, and sometimes a probationary 23 Unless stated otherwise, information in this section is drawn from http://www.about.ch/education/index.html.
Page 1 and 2:
TEACHER EDUCATION AND DEVELOPMENT S
Page 3 and 4:
2 TEACHER PAY AND STUDENT MATHEMATI
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
10 TEACHER PAY AND STUDENT MATHEMAT
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102: 100 TEACHER PAY AND STUDENT MATHEMA
Page 151: 150 TEACHER PAY AND STUDENT MATHEMA
show all

Teacher Education and Development Study in Mathematics - IEA

Create successful ePaper yourself

Delete template?

Save as template?