Publication: Large-Scale International Studies of Teachers and Teaching: A Scoping Review

Research Impact

This scoping review synthesises 204 peer-reviewed studies from 1990 to 2023 drawing on data from international large-scale studies to investigate teaching, teachers and teacher education. The review followed the PRISMA-ScR guidelines and used the PICo framework to structure the search across Scopus, EBSCO and Web of Science databases. After removing duplicates and applying eligibility criteria, 204 studies were included, primarily drawing on TALIS (2008, 2013, 2018) with fewer using TIMSS, PIRLS and PISA.

The findings highlight both the potential and limitations of these datasets, especially regarding early-career teachers and professional development.

Policymakers should be open to engaging with and learning from ILSS insights, though we argue that caution is needed in over relying on large-scale data alone to shape teacher policy, particularly in relation to teacher retention and well-being. Researchers and funders are encouraged to complement such studies with qualitative and mixed-method work to better capture teachers’ voices and lived realities.

Publication Reference

Leavy, A., Calderón, A., Conway, P. F., Smyth, E., McDonagh, S., Mware, E., & Pu, X. (2026). Large-scale international studies of teachers and teaching: A scoping review. Review of Education, 14, e70254.

https://doi.org/10.1002/rev3.70254

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