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.


Teacher professionalism and knowledge in qualifications frameworks and professional standards

Centre for Educational Research and Innovation

This chapter explores how teachers’ professionalism and teachers’ knowledge are manifested through instruments such as qualifications frameworks and professional standards. National systems employ these documents as a reference to guide teachers on what they should know and be able to do. Firstly, we begin by exploring how qualifications frameworks and standards define and shape teachers’ professional competences. We use the metaphor of a “knowledge wall” to explain how the two frameworks relate to each other. Secondly, we analyse the internal structure and the content of five professional standards in Australia, England and Scotland (United Kingdom), the standards developed by the National Board of Professional Teaching Standards (United States) and Ontario (Canada). In particular we examine how different types of knowledge components are described and which elements of pedagogical knowledge are specified.


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