#12047. The conceptual and methodological construction of a ‘global’ teacher identity through talis

October 2026publication date
Proposal available till 07-06-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Public Administration;
Sociology and Political Science;
Management, Monitoring, Policy and Law;
education
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Abstract:
The present article investigates the construction of a ‘global’ teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 20XX. We critically examine TALIS-related conceptual frameworks, survey questionnaires and statistically driven scales of teachers’ professional attitudes internationally. A theoretical, education-based framing of didaktik and curriculum pedagogical traditions is used to discuss conceptual bias in TALIS conceptual frameworks as well as the sociologically based idea of TALIS as a pedagogic device used as a technology to gain symbolic power for making the teachers of tomorrow. Methodologically relying on document analysis, we examine TALIS 20XX, 20XX and 20XX background documents to highlight the ideologically driven construction of a certain model of effective teachers, and refer to associated TALIS technical reports to examine validity issues in scales that are methodologically and statistically driven in order to increase the robustness of the results. The article identifies biases in the OECD’s construction of a ‘global’ teacher identity that are reflected in TALIS conceptual frameworks and survey questions and statistically justified through associated scales.
Keywords:
Curriculum theory; Didaktik; Global teacher identity; Pedagogic device; TALIS

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