Teaching as a Knowledge Profession

Description

Foreword Acknowledgements Executive Summary Studying pedagogical knowledge as a main pillar of teacher professionalism Knowledge for teaching in the 21st century Bridging the theory-practice gap: Exploring and supporting research-based practice and the context-adequate use of knowledge in schools Pushing forward research and policy agendas and strengthening the knowledge base 1 Teachers as knowledge professionals Introduction Teaching is the mother of all professions Pedagogical knowledge as a main pillar of teacher professionalism The importance of general pedagogical knowledge for teaching and professional exchange Pedagogical knowledge for teaching in the 21st century and its context-adequate use Policies and practices to support the pedagogical learning and exchange among teachers Studying teacher knowledge across education systems The value of an international teacher knowledge study for policy and practice Going beyond the existing international evidence on teacher knowledge Overview of this publication Concluding note 2 Studying teaching as a knowledge profession across education systems Introduction Overview of the TALIS Teacher Knowledge Survey (TKS) assessment module The conceptual underpinning of an international study on teacher knowledge Measuring teacher knowledge and its context boundedness Important areas and types of knowledge for 21st century teaching Assessing teacher knowledge across countries Measuring the context boundedness of teacher knowledge Outlook References 3 Teachers' technology-related knowledge for 21st century teaching Background Conceptualising knowledge to integrate technology in teaching TPACK: A framework on technology integration and its relation to teachers’ general pedagogical knowledge TPK: Teachers subject-independent knowledge and skills to effectively use technology Measuring teachers’ technological knowledge and skills in an international survey Opportunities and challenges of different measurement approaches Self-reporting via questionnaires and objective knowledge assessments Performance-analysis of teaching activities Overview of existing instruments and synthesis Self-reporting instruments and objective assessments Performance-based instruments Recommendations for an international large-scale survey Conceptual underpinning through the TPACK framework Measuring teacher knowledge through contextualised items drawing on existing instruments Additional questionnaires providing context information relating to teacher knowledge Self-reported teaching practice Usage estimation Overall conditions for technology use in schools Complementing the survey with a performance study for ecological validity Conclusion References Notes 4 Critical teaching in diverse classrooms Trends in culturally diverse classrooms Multicultural education Common issues related to diversity and inclusion in education Teacher diversity and orientations Institutional support Socio-political context Teacher education for diverse classrooms Measuring competencies for teaching in diverse classrooms Measuring teacher attitudes Measuring teacher multicultural content knowledge Measuring teacher pedagogy and practices Particular challenges and decisions for an international survey Which multicultural teacher education approach to emphasise? Cultural sensitivity and local context Grade level appropriate questions Going beyond self-assessments Conclusion Implications for education policy and practice Implications for research References 5 The contextualised measuring of general pedagogical knowledge and skills: Exploring the use of knowledge in practice Introduction The role of practice-based knowledge and situation-specific skills for effective teaching Contextualised assessments of practice-based knowledge and situation-specific skills Content areas Type of knowledge and skills Task format and administration mode Response format, evaluation and scoring method Advantages and disadvantages of different approaches in the context of international large-scale surveys Choice 1: Narrow vs. broad content coverage Choice 2: Theoretical-scientific knowledge, practice-based knowledge or situation-specific skills Choice 3: Uncontextualised tasks, vignettes or simulations Choice 4: Open or closed response format and choice of a scoring and evaluation method Conclusion Example text vignettes and items for a large-scale assessment Further recommendations for a contextualised assessment of teacher knowledge and skills References 6 Studying opportunities to learn general pedagogical knowledge along the teaching career Introduction Concepts and strategies for exploring teachers’ opportunities to learn Grounding the measurement of ITE opportunities to learn in teacher education practice Acknowledging the progressive and practical nature of teachers’ learning in ITE Fostering learning communities of autonomous professionals Empirical profiling of teachers’ opportunities to learn about general pedagogy Example items for profiling opportunities to learn in initial teacher education Example items for profiling opportunities to learn in the practicum Example items for profiling opportunities to learn in teacher induction Example items for profiling opportunities to learn in professional development Conclusion Further recommendations for research on teachers’ professional learning Arriving at common definitions and measures of opportunities to learn Longitudinal research that links teacher education, teacher knowledge and skills, teaching and learning Addressing teaching and learning to teach holistically References Note 7 Increasing test efficiency in an international assessment of teachers’ general pedagogical knowledge through multidimensional adaptive testing Introduction and problem definition What is multidimensional adaptive testing? How can MAT help to cover a broad range of topics within a limited testing time? What factors need to be accounted for in planning a MAT design? Develop a calibrated multidimensional item pool Determine specifications for final computerised adaptive testing What could multidimensional adaptive testing designs for the Teacher Knowledge Survey assessment module look like? Item development Specification of the multidimensional adaptive testing design Pilot Study Field Trial Main Study Simulation of efficiency and precision gains for the Teacher Knowledge Survey assessment module What is required in terms of software and analytical skills for implementing such designs? Conclusion References 8 Moving forward: Advancing the research and policy agendas on teacher knowledge Introduction Main takeaways for an international study of teacher knowledge Using cross-country insights on teacher knowledge for education policy and practice Using knowledge assessments to drive policies and initiatives Building a global professional community that jointly reflects on pedagogy and co-constructs knowledge Promoting knowledge exchange and co-construction in schools Preparing teachers with a good start and ensuring a career-long updating of knowledge Basing career entry and progression on competences and knowledge Updating teacher knowledge for the 21st century …including digital and hybrid teaching Acknowledging teachers as experts of learning and teaching Pushing forward the research agenda and broadening the understanding of teacher knowledge Researching teacher knowledge and skill required for digital and hybrid education Investigating diversity-related pedagogical knowledge of teachers Studying how teachers apply their knowledge in classroom contexts Investigating the evolution of teacher knowledge and the effectiveness of learning opportunities Exploring the role of teacher knowledge for teaching quality and student outcomes Researching teacher educators as gatekeepers of teachers’ pedagogical knowledge Increasing motivation and reducing barriers to participation in research Concluding remark References Annex A. List of abbreviations Contributors