- EAN13
- 9789264270725
- Éditeur
- "Éditions OECD"
- Date de publication
- 21/02/2017
- Collection
- Education
- Langue
- anglais
- Fiches UNIMARC
- S'identifier
Pedagogical Knowledge and the Changing Nature of the Teaching Profession
Collectif
"Éditions OECD"
Education
Livre numérique
-
Aide EAN13 : 9789264270725
- Fichier EPUB, libre d'utilisation
- Fichier Mobipocket, libre d'utilisation
- Lecture en ligne, lecture en ligne
35.99
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.
*[XIXe]: Dix-neuvième
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.
*[XIXe]: Dix-neuvième
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