The Conceptual and Methodological Construction of a ‘Global’ Teacher Identity through TALIS

The present article investigates the construction of a ‘global’ teacher identity by Organisation for Economic Cooperation and Development (OECD) since introduction Teaching Learning International Survey (TALIS) in 2008. We critically examine TALIS-related conceptual frameworks, survey questionnaires statistically driven scales teachers’ professional attitudes internationally. A theoretical, education-based framing didaktik curriculum pedagogical traditions is used to discuss bias TALIS frameworks as well sociologically based idea pedagogic device technology gain symbolic power making teachers tomorrow. Methodologically relying on document analysis, we 2008, 2013 2018 background documents highlight ideologically certain model effective teachers, refer associated technical reports validity issues that are methodologically order increase robustness results. identifies biases OECD’s reflected questions justified through scales.