Teaching as a Knowledge Profession: Studying Pedagogical Knowledge across Education Systems

Autor/in	Ulferts, Hannah
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Teaching as a Knowledge Profession: Studying Pedagogical Knowledge across Education Systems
Quelle	(2021), (165 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-64981-95-9
Schlagwörter	Administrator Surveys; Teacher Surveys; Knowledge Base for Teaching; Pedagogical Content Knowledge; Educational Benefits; Information Technology; Technological Literacy; Teaching Methods; 21st Century Skills; Teacher Attitudes; Evidence Based Practice; Measurement; Student Diversity; Faculty Development; Adaptive Testing; International Assessment; Elementary Secondary Education; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Bildungsertrag; Informationstechnologie; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Messverfahren
Abstract	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. (As Provided).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01