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ABSTRACT
This paper aims to contribute to TALIS corpus of critical research literature by exploring teachers’ voice through structural equation modelling, to challenge teachers’ professional development needs based on TALIS 2018. 153,674 teachers from 48 countries were included in the analysis. Shaped by TALIS technical framework and instrumental conception of teaching and the role of teachers, teachers’ professional development needs were grouped into three dimensions: what to teach (content, pedagogical and curricular knowledge), how to teach (teaching and assessment knowledge) and who to teach (contextual knowledge). To allow for a more holistic understanding of teaching and learning and teachers’ development, we propose re-thinking TALIS 2024 conceptual framework, to move forward from technical questions about teaching and effectiveness. Transformative pedagogies might be better aligned with the current school reality and might be considered as a new framework to update TALIS survey, and embrace teachers’ professional development needs, and related plans, from an expanded perspective.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.
Additional information
Notes on contributors
Lourdes Meroño
Lourdes Meroño is Associate Professor and Dean in the Faculty of Sport at UCAM Catholic University of Murcia (Spain). Her main research and teaching interests revolve around (physical education) teacher education, and innovative pedagogies for teaching and learning.
Antonio Calderón
Antonio Calderón is Associate Professor and Course Director of the Professional Master of Physical Education at the University of Limerick (Ireland). His main research and teaching interests revolve around (physical education) teacher education, and innovative pedagogies for teaching and learning.
José L. Arias-Estero
José L. Arias-Estero is an Associate Professor in the Faculty of Education of the University of Murcia (Spain). His main teaching and research interests revolve around pedagogical approaches for teaching games in physical education and initial teaching education.