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.



Modelling teachers' professional competence as a multi-dimensional construct

Centre for Educational Research and Innovation

This chapter presents a framework for comparative studies that explains student achievement by teacher competence. Teacher competence is modelled as a multi-dimensional construct that includes cognitive and affective-motivational resources necessary to master classroom demands. Lesson planning, motivating students, classroom management and diagnosing student achievement can be regarded as crucial demands teachers have to master in many countries. Processes mediating the transformation of teacher’s cognitive and affective-motivational resources into classroom performance in terms of teachers’ situational skills are included in the framework as well. Perception, interpretation and decision-making are highlighted in this respect. Competence profiles describe the patterns how all teacher resources (cognition, affect, motivation, situational skills) play together. In this chapter, we pay attention particularly to teachers’ general pedagogical knowledge and skills which are facets all teachers need to deal successfully with classroom demands. Empirical results from the international “Teacher Education and Development Study in Mathematics (TEDS-M)” are presented, which examined teacher knowledge in 16 countries at the end of their programmes. In addition, results on mediating situated skills such as teachers’ perception or decision-making are presented.


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