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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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Motivations for teaching and relationship to general pedagogical knowledge

Centre for Educational Research and Innovation

This chapter reports about research on the relationship between teaching motivations and the general pedagogical knowledge (GPK) of teachers. It focuses on two studies that have been carried out so far to specifically investigate pre-service teachers’ GPK as an outcome of teaching motivations. The presentation will give input to discuss the following questions: What conceptual frameworks have been used to consider the relationship between motivations for teaching and GPK? What do the empirical findings show to explicate the relationship? What could be recommended for future research? The two studies focused on in this presentation have a longitudinal design investigating teaching motivations. To capture GPK, the paper-pencil test developed in the Teacher Education and Development Study in Mathematics (TEDS-M) is used. Teaching motivations are measured using the Factors Influencing Teaching as a Career Choice (FIT-Choice) scale inventory. Implications for future research are discussed.

English

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