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.


Teacher motivation, responsibility, pedagogical knowledge and professionalism: a new era for research

Centre for Educational Research and Innovation

The key objective of this chapter is to provide an overview of current research on teacher motivation and its relevance to the instructional process and to teachers’ professional competence. The chapter begins with a brief review of different approaches to the conceptualisation of teachers’ professional competence, with a special focus on high-leverage teaching practices and dimensions of teaching quality. Next, the chapter focuses on teacher motivation as an element of teachers’ professional competence and describes different theory-driven conceptualisations of teacher motivation, including perspectives grounded in socio-cognitive theory, expectancy-value theory, self-determination theory, achievement goal theory and research on teacher responsibility. The chapter concludes with a discussion of open questions, methodological and theoretical challenges for teacher motivation research, as well as directions for future research.


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