Comparative analysis of application of the teacher professional standard in countries with high indicators of education quality
Bibliographic record
Abstract
This article presents the results of a study of teachers' professional standards in countries that consistently perform well according to PISA results, including China (Shanghai), Singapore, Canada (Ontario), Finland, England, and New Zealand. In order to find an answer to the question of what makes professional standards a development instrument of teachers' professional skills, practices of design, implementation, and development of teachers' professional standards were studied. The study included an analysis, comparison, and identification of common and unique features of professional standards for teachers in the leading countries, as well as methodological materials, recommendations, and documents publicly available on the websites of ministries (departments) of education and higher education institutions of the countries studied. Analytical reports, reports, newsletters and methodological materials published by international organizations on professional standards in education and professional development of teachers - World Bank, Organization for Economic Cooperation and Development, National Center for Education and Economics, McKinsey & Company, SEAMEO INNOTECH, Research Institute of International and Comparative Education, Economic Forum "Asia-Pacific Economic Cooperation" were reviewed to study the experience of applying professional standards. The study identified characteristic approaches to the development of professional standards, which allow its application as a mechanism for solving the problems of educational policy of the country (territory); increasing the teacher’s status of and the prestige of the profession; teacher’s career and professional growth; formation of a system for evaluating the teacher’s professional development; formation of ethical standards of the profession. The results and conclusions of the study can be the basis for the development of professional standards in education and modeling the system of teacher growth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.043 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".