What could the teaching profession look like in the future?
Find out how that question is answered in Flanders: “Constructing Scenarios for the Future of Teaching in Flanders"
Professionalism itself is evolving. Teaching can look to developments in other professions, for example, by diversifying pathways, introducing specialised roles, and strengthening autonomy and status. Teaching can also lead the way in new professionalism, by connecting better with others inside and outside schools, prioritising professional learning and co-creating and using research.
What do teachers say about their profession? We are waiting for an update in 2025 from the OECD Teaching and Learning Survey (TALIS). Data from 2018 (and earlier rounds) shows that across countries teachers are passionate about teaching. The vast majority of teachers are motivated to change the lives of young people and influence society. But many teachers indicate that they experience high levels of stress, perceive that their profession is not valued by society and are considering leaving teaching. We also see that a more collaborative way of working is associated with lower levels of stress and greater job satisfaction. This suggests fertile ground for extending new professionalism.
Many systems need to attract new people into teaching.
Young people entering the workplace are expecting different things from working life and may not want to stay in a profession their entire career.
Established professionals in other sectors may be tempted to switch to teaching to make a real difference to young people and share their expertise and passions.
Experienced teachers may be looking for ways to grow and reasons to stay in teaching.
New recruits may be reviewing whether or not it is a profession they want to invest in.
What does all this mean for teaching? What is needed to empower the teaching profession?
Looking back on previous OECD data collection and publications, as well as two years of in-depth research on the topic, the project has devised a theoretical framework that allows stakeholders to construct a vision on what the teaching profession could look like in the future. The model focuses on collaboration and creating space for teacher autonomy, while at the same time allowing for the stakeholders involved to influence a future vision on teaching.
Pilot studies on the future of teaching in 2023 and 2024
The project offers a multi-national stakeholder study aimed at education systems that are interested in anticipating the medium- and long-term in teacher professionalism and empowerment.
The project is piloting this study with three education systems in the OECD: Austria, Flanders (Belgium) and Wales (United Kingdom). The studies support partners from each of these systems by engaging in forward-thinking for innovative policymaking.
The goal is to co-create a clear picture of what the future teaching profession might look like that is evidence-informed by what we know today: research on evolving concepts of professionalism, OECD data and research collected during the study as well as input from all relevant stakeholders.
To support this, the study uses two tools that help participants engage with research and ideas for next practice:
- Ambitions loops provide a framework of “what if...” future visions and related ambitions that are anchored in research and ideas for next-practice. Participants are inspired by and can choose from a series of possible future actions for teachers, school leaders, policy makers, teacher educators, professionals from EdTech, health, culture and others.
- Teacher personas allow participants to consider diverse profiles of existing and future teachers. These are tailored to each system's context and offer a deeper understanding of the teaching workforce, including teachers’ professional needs, ambitions, struggles and career development aspirations. Participants can stress test their visions for the future of teaching by considering how the different personas would react.
The study results in a set of preferred scenarios for the future of teaching, that has been co-created by a mix of stakeholders, anchored in evidence and considering the diversity and vibrancy of the current and future teacher workforce.
