European teachers in the PISA 2015 sample: A multilevel modelling approach to ICT infrastructure and teacher training

• Van Waveren, Leo ^[1] ; Sälzer, Christine
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Journal of Supranational Policies of Education (JOSPOE), ISSN-e 2340-6720, Nº. 9, 2019 (Ejemplar dedicado a: PISA como evaluación educativa supranacional: luces y sombras en equidad), págs. 137-155
• Idioma: inglés
• DOI: 10.15366/jospoe2019.9.005
• Títulos paralelos:
  • Profesorado europeo en PISA 2015: Un enfoque de modelación multi nivel para la infraestructura de las TIC y la formación docente
• Enlaces
  • Texto completo
• Resumen
  • español

    Basándose en las encuestas de PISA 2015 para los maestros y colegios, este articulo pretende investigar las interdependencias e influencias de la formación de los maestros y la infraestructura de TIC en su habilidad y voluntad para emplear los medios modernos en el entorno escolar. Se ha utilizado un enfoque de niveles múltiples para justificar la estructura de datos.Nuestro análisis demuestra que el entorno de los estudiantes y acciones de TIC ofrecen un poder de predicción limitado en relación con el rendimiento de las pruebas de PISA 2015 de cinco países europeos. Además, los maestros y los directores ven escasez de personal y material educativo bastante diferente en las encuestas del entorno. Sobre la base de esas conclusiones, se puede adaptar unos enfoques nuevos de investigación para entender mejor las influencias que tienen los maestros y las características escolares en resultados del aprendizaje de los estudiantes en las evaluaciones a gran escala. Esto también resalta los problemas potenciales cuando un análisis recurre reuniendo fuentes diferentes para una descripción combinada.

  • English

    Drawing on the background questionnaires in PISA 2015 for teachers and schools, this paper aims to investigate the interdependencies and influences of teacher training and ICT infrastructure on their ability and willingness to employ modern media in a classroom setting. A multi-level approach is used to account for the data structure.Our analyses show that students’ background and ICT interests provide limited predictive power concerning their test performance in the PISA 2015 sample from five European countries. Moreover, teachers and principals view shortages in staff and educational material quite differently in the background questionnaires. By these findings, new research approaches may be better suited to understand the influences teachers and school characteristics have on the learning outcomes of students in large-scale assessments. This also highlights potential problems when an analysis draws on joining different sources for a combined description.

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