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.



Teachers' pedagogical knowledge: What it is and how it functions

Centre for Educational Research and Innovation

This chapter gives an overview of the literature on teachers’ knowledge and how it relates to teacher quality and student outcomes. First, we illustrate the complexity of the teaching and learning process through some models. Second, we review how teachers’ knowledge has been conceptualised and what specific content it is composed of in the different models, focusing in particular on pedagogical knowledge. Third, we summarise the empirical evidence on the relationship between teachers’ knowledge and student learning outcomes. We then describe how pedagogical knowledge is used in decision-making, how it is learned and how it is developed into expertise. We conclude with some implications on teacher education.


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