Educational Research and Innovation Pedagogical Knowledge and the Changing Nature of the Teaching Profession (eBook)

Oecd (Autor)

eBook Download: PDF

2017 | 1. Auflage
276 Seiten
OECD Publishing (Verlag)
978-92-64-27069-5 (ISBN)

Infos

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.

Inhalt

Foreword 5
Acknowledgements 7
Table of contents 9
Executive summary 15
Teacher knowledge and the teaching profession 15
Measuring teacher knowledge and professional competence: Challenges and opportunities 16
21st Century Demands on Teacher Knowledge 17
Part I. Teachers’ knowledge and the teaching profession 19
Chapter 1 The teaching profession and its knowledge base 21
Contextualising the teaching profession 22
What is a profession? 23
Box 1.1. Characteristics of a profession 24
Box 1.2. Characteristics of a semi-profession 25
Box 1.3. Elements of professionalism 26
The status of the teaching profession 26
Figure 1.1. Factors affecting the governance of the teaching profession 28
Figure 1.2. Possible determinants of the status of the teaching profession 29
Teachers’ pedagogical knowledge and the teaching profession 31
This volume 33
References 35
Chapter 2 Knowledge dynamics in the teaching profession 39
Introduction 40
Knowledge and knowledge dynamics 41
The nature of knowledge 41
Knowledge dynamics 44
Knowledge dynamics as structural dynamics: Codification processes 46
Tacit and explicit knowledge – Different conceptual approaches 46
Figure 2.1. Tacit and explicit knowledge as a dichotomy 46
Figure 2.2. Tacit and explicit knowledge as a duality 47
Codification – What? How? Why? 47
Box 2.1. Vignette: Codification of teacher knowledge through professional collaboration among teaching staff 49
The Codification of teachers’ knowledge – Questions and consequences 50
Knowledge dynamics as functional dynamics: Knowledge-to-action processes 51
Knowledge production 52
Figure 2.3. Challenges of knowledge to action in education 53
Box 2.2. Policy initiatives influencing the educational research agenda and process 54
Knowledge mediation 55
Box 2.3. Knowledge mediation in action 56
Knowledge use 56
Knowledge dynamics as social dynamics: Processes within the social-professional field 58
Interaction among agents: actors and other elements 58
Box 2.4. Facilitating teacher networks 59
Governance of teacher knowledge 60
Box 2.5. Modes of knowledge governance 62
Complexity of knowledge dynamics and consequences on governance 63
Box 2.6. Emerging approaches to studying knowledge dynamics 66
Conclusions 68
Table 2.1. Questions for understanding the 3 aspects of knowledge dynamics 68
Notes 69
References 70
Chapter 3 Teacher professionalism and knowledge in qualifications frameworks and professional standards 75
Introduction 76
Teachers’ frameworks, standards and the “knowledge wall” 77
Qualifications frameworks 78
Professional standards and competence frameworks 79
The “knowledge wall”: Linking qualifications frameworks and professional standards 80
Figure 3.1. The “knowledge wall” of teachers’ national qualifications and professional standards frameworks 81
An analysis of frameworks for teachers’ professional standards 82
General characteristics of teachers’ professional standards 82
Table 3.1. Main elements composing the professional standards selected for analysis 83
Table 3.2. Coverage, purpose and features of the professional standards selected for analysis 84
Table 3.3. Extract from Standards for Registration (Scotland) 86
The knowledge components of teachers’ professional standards 87
Box 3.1. How standards reflect knowledge about how the brain learns 92
Conclusions 93
Notes 94
References 94
Part II Measuring teacher knowledge and professional competence: Opportunities and challenges 99
Chapter 4 Teachers’ pedagogical knowledge: What it is and how it functions 101
Introduction and policy context 102
The teaching-learning process 103
Figure 4.1. The teaching-learning process 103
Teacher Knowledge: Theoretical/scientific knowledge and practice-based knowledge 105
General pedagogical knowledge 106
Relationship to student learning outcomes 109
How is teacher knowledge used in decision-making? 112
How is pedagogical knowledge learned and developed into expertise? 114
Implications for teacher education 115
Figure 4.2. Building a pedagogical knowledge base and a teaching profession through teacher educators 117
References 117
Chapter 5 Modelling teachers’ professional competence as a multi-dimensional construct 121
Introduction 122
The complex role of teacher characteristics 122
Figure 5.1. Modelling teacher competence as a multi-dimensional construct and linking it to student achievement via instructional quality 123
Figure 5.2. Dimensions and facets of teachers’ professional competence 124
TEDS-M instruments and major results 127
Table 5.1. Theoretical framework of the TEDS-M test of teachers’ general pedagogical knowledge 127
Table 5.2. Conceptual matrix that led the item development in the national GPK option of TEDS-M 127
Figure 5.3. Item examples from the TEDS-M GPK test applied in Germany, Chinese Taipei and the United States 128
Table 5.3 Mean (M), standard error (SE) and standard deviation (SD) of future primary and lower-secondary teachers’ GPK in Germany and the United States or Germany, Chinese Taipei and the United States respectively 129
Table 5.4. Participating countries in the TEDS-M primary and lower-secondary studies 129
Figure 5.4. Item examples from the TEDS-M MCK test for future primary and lower-secondary teachers 130
Figure 5.5. Item example from the TEDS-M MPCK primary school test 130
Table 5.5. Means and standard errors (S.E.) of future primary teachers’ MCK and MPCK 131
Table 5.6. MCK and MPCK of future lower-secondary teachers 132
Processes mediating the transformation of teacher knowledge into classroom performance 133
Figure 5.6. Modelling competence as a continuum 133
Figure 5.7. Example screenshots of one video-vignette (student pictures blurred to protect privacy) 134
Conclusions 135
References 135
Chapter 6 Connecting generic pedagogical knowledge with practice 139
Introduction 140
Model of teachers’ professional vision 141
Noticing: Selective attention to important classroom events 141
Reasoning: Interpretation of important classroom events 142
Assessment of professional vision within initial teacher education 143
The Observer Research Tool 143
Figure 6.1. Assessment of professional vision in the Observer and the Observer Extended Research Tool 144
Figure 6.2. The Observer Research Tool 145
Interrelation between the three reasoning dimensions 146
Figure 6.3. Model comparison for identifying the structure of professional vision 146
Changes in professional vision within initial teacher education 147
The role of formal and informal opportunity-to-learn (OTL) 147
The design of formal and informal OTL 148
Identifying professional vision within initial teacher education: Implications for practice 148
Notes 149
References 150
Chapter 7 Motivations for teaching and relationship to general pedagogical knowledge 153
Introduction 154
General pedagogical knowledge (GPK) 155
Conceptual framework - defining GPK 155
Item examples 155
Figure 7.1. Test design matrix used to measure GPK in TEDS-M 156
Figure 7.2. Item example for GPK about “motivation” and “analyse” 156
Figure 7.3. Item example for GPK about “structure” and “generate” 157
Figure 7.4. US future teacher’s response to item example 2 in TEDS-M 157
Findings 157
Teaching motivations 158
Fit-Choice: Factors influencing teaching as a career choice 158
Figure 7.5. Framework specified for choosing teaching as a career 158
Fit-Choice scale inventory 159
Figure 7.6. Item examples of the FIT-Choice scale inventory 159
Studies on motivations for teaching and relationship to general pedagogical knowledge 160
Study I: GPK as a motivational outcome 160
Table 7.1. Bivariate Correlations between FIT-Choice Scales and GPK 161
Study II: a mediation model to describe GPK as a motivational outcome 161
Figure 7.7. Item examples of the Achievement Motive Scale (AMS) measuring the two motives “hope for success” and “fear of failure” 162
Figure 7.8. Item examples of the SELLMO-ST measuring the three goal orientations 163
Figure 7.9. Hypothesised effects between teaching motivation, achievement motivation, goal orientation, and teacher knowledge 164
Table 7.2. Intercorrelations between motivational variables and generalpedagogical knowledge 165
Figure 7.10. Teaching motivation effects on GPK, mediated by achievement motivation and goal orientation 165
Figure 7.11. Teaching motivation effects on GPK, mediated by achievement motivation and goal orientation (with direct path coefficients) 166
Discussion 166
Recommendations for future research 167
Implication of policy 167
Notes 169
References 169
Chapter 8 Teacher motivation, responsibility, pedagogical knowledge and professionalism: a new era for research 173
Introduction 174
The multifaceted nature of teachers’ professional competence 175
High-leverage teaching practices and dimensions of teaching quality 175
Box 8.1. Principles of effective teaching 176
Box 8.2. High-leverage practices of teaching, TeachingWorks, University of Michigan 177
Types of professional competencies and the role of teacher motivation 178
Recent developments in teacher motivation research and its relevance for teachers’ professional competence 179
Socio-cognitive theory 180
Expectancy-value theory 181
Self-determination theory and intrinsic orientations 182
Achievement goal theory and relational goal orientations 183
Teacher responsibility 185
The importance of teacher motivation, open questions and directions for future research 186
Notes 188
References 188
Part III 21st Century demands on teacher knowledge 195
Chapter 9 Developmental cognitive neuroscience: Implications for teachers’ pedagogical knowledge 197
Why should neuroscience inform teachers’ pedagogical knowledge? 198
Defining neuroscience and its sub-disciplines 201
Neuroscientific findings with implications for learning 202
Higher-level brain functions continue to develop into adulthood 203
Learning changes the brain 205
Examples of cognitive neuroscience with relevance to education 208
Executive functions 208
Box 9.1. Attention systems 210
Transfer of function across neurocognitive domains 210
Box 9.2. Memory systems 212
Neurocognitive predictors of educational outcomes 212
Box 9.3. Emotion regulation and education 214
Does learning about brain development and plasticity improve teaching? 215
Summary 217
Notes 218
References 219
Chapter 10 Teaching, learning and assessing 21st century skills 225
Introduction 226
Key rhetoric 226
Three domains of competence 227
Deeper learning and 21st century competencies 229
Table 10.1. Three types of learning outcomes 232
Table 10.2. Transferable knowledge 233
Table 10.3. Expert–novice differences on five kinds of knowledge 233
The connection to disciplinary learning and standards 234
Deeper learning in English language arts 234
Figure 10.1. English language arts 236
Deeper learning in mathematics 237
Figure 10.2. Mathematics 238
Figure 10.3. Science and engineering 241
Teaching for transfer 241
Learning goals and targets of assessment 243
Implications and challenges 247
Notes 250
References 250
Chapter 11 Knowledge-based teaching and the evolution of a profession 255
The context of teacher knowledge: the teaching profession 256
Figure 11.1. The professional triangle of teaching 257
Theoretical and empirical evidence on teachers’ competence 258
Why investigate teachers’ pedagogical knowledge? 258
Table 11.1. The impact of teachers’ knowledge on student achievement and instruction 259
Why investigate teachers’ affective-motivational characteristics? 260
Table 11.2. The various impacts of teacher motivation 260
Challenges and directions for future research 261
Conceptual framework of teachers’ professional competence 262
Figure 11.2. Conceptual framework of teachers’ professional competence 263
Teacher learning 263
Teachers’ competence 264
Decision-making and professional judgement 265
Teaching approaches and instruction 265
Student learning 266
A complex framework 266
Governing teacher knowledge – a policy perspective 267
Figure 11.3. Nested elements of the teaching profession 268
Developing a teacher knowledge survey 268
References 269
Contributors 273
Sonia Guerriero 273
Karolina Deligiannidi 273
Nóra Révai 273
Diana Toledo-Figueroa 274
Sigrid Blömeke 274
Kathleen Stürmer 274
Tina Seidel 274
Johannes König 275
Fani Lauermann 275
Daniel Ansari 275
Marilyn Leask 275
Tracey Tokuhama-Espinosa 276
James W. Pellegrino 276

Produkt-Details

• Erscheint lt. Verlag: 21.2.2017
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Allgemeines / Lexika
• ISBN-10: 92-64-27069-8 / 9264270698
• ISBN-13: 978-92-64-27069-5 / 9789264270695