Valuing our Teachers and Raising their Status

How Communities Can Help

image of Valuing our Teachers and Raising their Status

There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?

This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.



Enabling pedagogies for the future

At the heart of education is pedagogy. Many teachers have a good sense of the kind of pedagogies on which 21st century learning hinges, but there is a major gap between intended and implemented practices. How can education systems create the conditions for encouraging and supporting teachers to initiate, share, and evaluate innovative pedagogies and curricula, including new technologies? What are the implications of new pedagogies for the roles of teachers and students? What are the implications of pedagogical innovation and innovative learning environments for the roles of governments and the profession/unions? What are the implications of new pedagogies and curricula for school and system evaluation? These are important issues that the 2018 International Summit on the Teaching Profession seeks to tackle in its second session.


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