Er is momenteel een grote meting bezig van het aantal uren dat leerkrachten werken in de week, check Het Grote Tijdsonderzoek. Een belangrijk onderdeel van de onderwijsopdracht is vooralsnog les geven (bepaal zelf de mate van ironie die in de vorige woorden verborgen zat).
De OESO bracht net een nieuw rapport uit waarbij les geven in basisonderwijs vergeleken werd met les geven in het secundair onderwijs. Daarin staat onder andere deze vergelijkende tabel:
Maar er is meer, dit zijn de belangrijkste vaststellingen van de OESO:
- Primary and secondary teachers face different teaching and working conditions. A differentiated approach to teacher policy setting would help address effectively the specific challenges of each.
- While most OECD countries require both primary and secondary teachers to hold a similar tertiary qualification, a larger share of primary teachers’ education is dedicated to pedagogical and practical training than lower secondary teachers. This may leave primary teachers insufficiently trained in the content they are expected to teach and lower secondary teachers underprepared for the daily practice of teaching.
- Countries face trade-offs when allocating resources to primary and lower secondary education. Since 2000, average class sizes have fallen and statutory salaries have increased in most countries at both levels, though lower secondary teachers get paid more, teach less, and have larger classes on average than primary teachers. In general, countries that prioritise teaching and teachers over infrastructure and class size do perform better in PISA.
- The wide variations across OECD countries in the teaching hours per year and the low correlation with learning outcomes suggests there is little consensus on the most effective policies related to time spent teaching at both levels of education. However, schools could further benefit from developing ways to use teachers’ time more efficiently so that they could devote more time to professional development, teaching-related work and learning.