Research On The Evolution Of OECD Teacher Quality Improvement Policy

Building high-quality,well-rounded teachers has always been a priority in the education system.High-quality teachers play an important role in promoting students to achieve outstanding academic achievements,improving the level of school running,and improving the quality of education in the country.Although the Organization for Economic Cooperation and Development(OECD)is mainly an economic organization,the OECD has always emphasized that education plays a pivotal role in economic and social development since its establishment.Since the 1980s,with the rapid development of international society,politics,economy and science and technology,the OECD has regarded the improvement of teacher quality as a focus in the field of education policy.To date,many important education evaluation projects have been launched and released After a series of education policy recommendations,research on how to improve the quality of the teaching staff has become increasingly mature.The study uses the 1980s to the present as the time category,and uses the large-scale important education evaluation projects carried out by the OECD as the time node to divide the phases.The policy documents released by the OECD official website are the main analysis texts.The logical sequence is internal clues,and analyzes the measures taken by OECD member countries to ensure the stability and even the improvement of the quality of teachers when facing different outstanding problems exposed in the construction of teachers in different periods.Finally,it summarizes the implications for the improvement of the quality of teachers and the construction of high-quality teachers in China.The main structure of the study is as follows.The OECD has been focusing on the improvement of teacher quality since the 1980s.It was influenced by various theoretical ideas in the society at that time.It was mainly Herzberg's two-factor theory,economics and social development theory(institutional economic theory),and lifelong learning thought.Nourished by different theoretical ideas,the OECD focused its attention on education policy in teacher policy,and released a series of investigations and reports thereafter.The twentieth century is from the year to 2005.The predominant teacher policy difficulty faced by OECD member countries is the difficulty in recruiting teachers.In addition,the surge in the number of teachers in the 1960s and 1970s is approaching retirement,and the problem of teacher shortage is particularly prominent.Based on this,the policy focus of the OECD is to moderately increase teachers' salaries.In 2002-2004,the OECD conducted an international review of effective teacher attraction,development,and retention programs,and published a report in 2005-The report mainly collects the measures adopted by various countries to solve the problem of teacher recruitment,lists the methods of raising teachers' salaries in many countries,and finally gives policy recommendations.From 2005 to 2013,the OECD conducted a well-known education evaluation project during this period,the first round of the International Survey of Teaching and Learning(TALIS).After recruiting more teachers in the previous stage,the number and quality of teachers The dispute came into sight.OECD began to focus on teacher quality,mainly for teacher pre-service training.Each OECD member country has launched teacher pre-service training programs,which has played a certain role in improving the efficiency of new teachers' entry and improving the quality of new teachers.Since 2013,the OECD has conducted the second round of the International Survey of Teaching and Learning(TALIS).At this time,although the concerns about teacher salaries and teacher pre-service training are still continuing,the more prominent concerns are on-the-job education and teachers Improve the evaluation system.At this time,the teacher's professional development should be a continuous process and consensus has been reached,and the teacher evaluation system plays an important role in feedback and promotion.Finally,based on the research of the OECD teacher quality improvement policy,it will enlighten China to improve teacher quality and establish a stable and efficient teacher team.They are described in terms of modestly increasing teacher salaries,actively developing teachers' pre-service education,on-the-job education,and improve teacher evaluation system.