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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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Knowledge-based teaching and the evolution of a profession

Centre for Educational Research and Innovation

This chapter brings together the theoretical and empirical evidence presented in this volume to draw conclusions on how teacher quality can be measured. First we look at the main elements of the teaching profession as the context for investigating teachers’ knowledge. Second, we provide a brief overview of the evidence of the impact of teachers’ knowledge and motivation and conclude with future directions for research. Next, we present a new conceptual framework of teachers’ professional competence that builds on the evidence gathered in this volume and is developed to feed into an international comparative study. Last, we conclude with implications on governing teachers’ knowledge and formulate three main challenges teacher policies should address in the future.

English

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