Reconceptualising research master's programs in Education: Lessons from OECD-TALIS, PISA, and IEA-TIMSS

Abstract

Education of teachers and educational research have come under major scrutiny in the last decade. Major reports from OECD, IEA and UNESCO lament the challenges and issues in pre-service teacher education, in-service professional learning and the value of research in education. There has been much debate as to what constitutes evidence-based research in education. How accessible are the reports from OECD, IEA and UNESCO for practising teachers and beginning researchers in education? This paper maps the research designs utilised in these reports, and highlights the intricacies associated with gauging effective teaching (and teachers), and optimising positive student learning outcomes. The paper also advances a model for an effective research program for those keen in extending their teaching and professional learning. An exemplary program is highlighted with insights from a number of students who have completed their program of study. Views from academics are advanced.