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Pedagogical Knowledge and the Changing Nature of the Teaching Profession

image of 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.

English

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Executive Summary

Centre for Educational Research and Innovation

Teachers possess highly-specialised knowledge that continually transforms as new knowledge emerges from practice and research or is shared through professional communities. Pedagogical knowledge, that is, knowledge of teaching and learning, refers to the specialised body of knowledge of teachers for creating effective teaching and learning environments for their students. There is agreement that competence in teaching requires a high level of pedagogical knowledge, but there is still the need to assess teacher knowledge as an outcome of teacher education systems and as a predictor of effective teaching and student achievement. These questions are important for OECD countries to improve the policies of the teaching workforce, including initial teacher education, induction and mentoring, and professional development. This publication therefore aims to summarise and synthesise conceptual and empirical work that can contribute to policy development in this area.

English

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