Large-scale international studies of teachers and teaching: A scoping review

In the context of the long-standing international comparative research literature on teaching and teacher education over the last half century, large-scale international studies have gained prominence in shaping educational policy and research, yet their potential to inform understandings of teachers and teaching has only recently been explored. 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 review included comparative and national studies utilising international datasets, focusing on in-service teachers and employing quantitative or mixed-method designs. Key findings, structured around four research questions, provide critical insights into teacher beliefs, efficacy, professional learning and career trajectories. While studies covered teachers at all career stages, particular attention was paid to what these data reveal about those in the first 10 years of their careers. Comparatively less attention was given to research on beginning teachers' beliefs in this scoping review compared with, for example, the prevalence of studies focused on the beliefs of student teachers more generally. Across studies, collaborative school cultures and embedded professional development were more strongly associated with positive outcomes such as teacher efficacy and job satisfaction than external structural factors. Professional development perceived as personalised and context-specific was most valued. Additionally, teacher supply and retention were influenced by factors such as accountability systems and perceived occupational value. The review highlights areas for further exploration and calls for complementary qualitative approaches to enrich understandings of teachers' professional lives across contexts.