Pedagogical Knowledge and the Changing Nature of the Teaching Profession

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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.




Centre for Educational Research and Innovation

Highly qualified and competent teachers are the key for excellent education systems. This has been a constant message resulting from the Organisation for Economic Co-operation and Development (OECD) work on education through programmes such as the Programme for International Student Assessment (PISA) and the Teaching and Learning International Survey (TALIS). In a knowledge society, teachers are also increasingly seen as knowledge professionals, working at the frontline of one of society’s most important knowledge creation and transfer systems: education. But what does that mean when we qualify teachers as knowledge professionals? This has been the fundamental question for the Centre for Educational Research and Innovation (CERI) to embark on the Innovative Teaching for Effective Learning (ITEL) project.


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