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It critically examines TALIS-related conceptual frameworks, survey questionnaires, and statistically driven scales measuring teachers’ professional attitudes internationally. Using education-based theory to address didaktik and curriculum pedagogical traditions, it discusses conceptual bias and TALIS as a pedagogic device for gaining symbolic power. Document analysis of TALIS 2008, 2013, and 2018 background materials identifies ideologically driven models of effective teachers and validity limitations in the scales.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-conceptual-and-methodological-construction-of-a-global-teacher-identity-through-talis-read-online-free/598264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-conceptual-and-methodological-construction-of-a-global-teacher-identity-through-talis-read-online-free/598264.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Which TALIS documents and scales are analyzed, and what problem is highlighted?","Question",{"text":112,"@type":113},"The study relies on document analysis of TALIS 2008, 2013, and 2018 background documents and refers to technical reports to examine validity issues and biases reflected in the constructed “global” teacher identity.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},598264,1792116580,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1090  \nThe Conceptual and Methodological Construction of a‘Global’ Teacher Identity through TALIS  \nArmend Tahirsylaj*1, William C. Smith2, Gulab Khan3, and Wieland Wermke4  \n• 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 2008. 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 frameworksas 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 2008, 2013 and 2018 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.  \nKeywords: curriculum theory, didaktik, global teacher identity, pedagogic device, TALIS  \n1 * Corresponding Author. Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway; [armend.tahirsylaj@ntnu.no](armend.tahirsylaj@ntnu.no).  \n2 Moray House School of Education and Sport, University of Edinburgh, UK.  \n3 School of Education, Lahore University of Management Sciences (LUMS), Pakistan.  \n4 Department of Special Education, Stockholm University, Sweden.  \n76 the conceptual and methodological construction of a ‘global’ teacher ...  \nKonceptualno in metodološko oblikovanje »globalne« identitete učitelja s pomočjo TALIS  \nArmend Tahirsylaj, William C. Smith, Gulab Khan in Wieland Wermke  \n• Ta članek raziskuje oblikovanje »globalne« identitete učiteljev Organizacije za gospodarsko sodelovanje in razvoj (OECD) od uvedbe mednarodne raziskave o poučevanju in učenju (TALIS) leta 2008. Kritično preučujemo konceptualne okvire, povezane s TALIS, anketne vprašalnike instatistično podprte lestvice poklicnega odnosa učiteljev na mednarodni ravni. S teoretičnim, na izobraževanju temelječim uokvirjanjem didaktike in kurikularne pedagoške tradicije razpravljamo o konceptualni pristranskosti v konceptualnih okvirih TALIS in sociološko utemeljeniideji TALIS kot pedagoškem pripomočku, ki se uporablja kot tehnologija za pridobivanje simbolne moči za oblikovanje učiteljev prihodnosti. Metodološko se opiramo na analizo dokumentov, preučujemo temeljne dokumente TALIS 2008, 2013 in 2018, da bi poudarili ideološko pogojeno konstrukcijo določenega modela učinkovitih učiteljev, in sesklicujemo na povezana tehnična poročila TALIS, da bi preučili vprašanja veljavnosti lestvic, ki so metodološko in statistično pogojena, da bi povečali robustnost rezultatov. V članku so opredeljene pristranskosti v OECD-jevi konstrukciji »globalne« identitete učitelja, ki se odražajo v konceptualnih okvirih in anketnih vprašanjih TALIS, ter so statističnoutemeljene s povezanimi lestvicami.  \nKljučne besede: kurikularna teorija, didaktika, globalna identitetaučitelja, pedagoški pripomoček, TALIS  \nIntroduction  \nThe present article investigates how a ‘global’ teacher identity has been under construction by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. This ‘global’ teacher identity is constructed and promoted externally from teachers’ experience, hen","cbCaikLiXBMA9AM2","https://ap.wps.com/l/cbCaikLiXBMA9AM2","pdf",232282,21,"English","# Introduction\n## Background and rationale\n## Conceptual framing and research focus","[{\"question\":\"Which TALIS documents and scales are analyzed, and what problem is highlighted?\",\"answer\":\"The study relies on document analysis of TALIS 2008, 2013, and 2018 background documents and refers to technical reports to examine validity issues and biases reflected in the constructed “global” teacher identity.\"}]","The Conceptual and Methodological Construction of a ‘Global’ Teacher Identity through TALIS - read online free | PDF",1792086602,53]