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What knowledge do teachers need for 21st century teaching? Today, teachers have an important role in guiding and shaping students’ use of digital tools and optimising the educational benefits of their digital experiences.
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 ...
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.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how ...
Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
What knowledge do teachers need for 21st century teaching? Today, teachers have an important role in guiding and shaping students' use of digital tools and optimising the educational benefits of their digital experiences. They are also agents of inclusive, equitable education and ambassadors of embracing diversity as an enriching element of our societies. To fulfil these roles teachers need to be experts of teaching and learning, and base their practice on a specialised and updated body of knowledge. However, there is a great need for a better understanding of the knowledge and skills that teaching in the 21st century requires. This is the ambition for the next cycle of the OECD Teaching and Learning International Survey (TALIS) and its new Teacher Knowledge Survey (TKS) assessment module. Studying teaching as a knowledge profession across education systems is as challenging as it is important. This publication aims to contribute to this challenging endeavour by summarising the state-of-art on teacher knowledge and its measurement across systems. It discusses cutting-edge methodologies and designs and outlines implications for research as well as policies and practices for strengthening knowledge-based and evidence-informed practices in schools.
This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.
What knowledge do teachers need for 21st century teaching? Today, teachers have an important role in guiding and shaping students' use of digital tools and optimising the educational benefits of their digital experiences. They are also agents of inclusive, equitable education and ambassadors of embracing diversity as an enriching element of our societies. To fulfil these roles teachers need to be experts of teaching and learning, and base their practice on a specialised and updated body of knowledge. However, there is a great need for a better understanding of the knowledge and skills that teaching in the 21st century requires. This is the ambition for the next cycle of the OECD Teaching and Learning International Survey (TALIS) and its new Teacher Knowledge Survey (TKS) assessment module. Studying teaching as a knowledge profession across education systems is as challenging as it is important. This publication aims to contribute to this challenging endeavour by summarising the state-of-art on teacher knowledge and its measurement across systems. It discusses cutting-edge methodologies and designs and outlines implications for research as well as policies and practices for strengthening knowledge-based and evidence-informed practices in schools.
Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems.
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.