Pedagogical Knowledge and the Changing Nature of the Teaching Profession
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Pedagogical Knowledge and the Changing Nature of the Teaching Profession

Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to  help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.

This publication presents research and ideas from multiple perspectives on pedagogical knowledge - the knowledge of teaching and learning - and the changing nature of the teaching profession. It provides a modern account of teachers’ professional competence, and how this relates to student learning. The report looks at knowledge dynamics in the teaching profession and investigates how teachers’ knowledge can be measured. It provides precious insights into 21st century demands on teacher knowledge.

This volume also offers a conceptual base for a future empirical study on teachers’ knowledge. It will be a useful resource for those interested in understanding the different factors underlying high quality teaching through examining and outlining the complexity of the teaching profession. In particular, this publication will be of interest to teacher educators, educational leaders, policy makers and the research community.

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Developmental cognitive neuroscience: Implications for teachers' pedagogical knowledge You do not have access to this content

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Author(s):
Daniel Ansari, Johannes König, Marilyn Leask, Tracey Tokuhama-Espinosa

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This chapter critically considers the role that insights from research in Developmental Cognitive Neuroscience (the study of the neural underpinnings of developmental changes in psychological functioning) might play in teachers’ pedagogical knowledge. The chapter reviews key findings in neuroscience with implications for learning, such as functional and structural brain development and brain plasticity. We discuss concepts such as transfer of learning from one domain to another as well as the role that neuroscience can play in the prediction of educational outcomes. In addition, we consider how such evidence might be integrated into pre-service teacher education as well as ongoing in-service teacher professional development. Finally, the chapter discusses the importance of considering Developmental Cognitive Neuroscience as an important contribution towards more evidence-based education and highlights that such information must be integrated with evidence from psychology, cognitive science and other research enterprises related to learning and education.

 
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