Post on 21-Mar-2017
Dirk Van DammeHead of the Centre for Educational Research and InnovationInnovation and Measuring Progress DivisionDirectorate for Education and Skills
KNOWING WHAT TEACHERS KNOW ABOUT TEACHING
• Some results from TALIS:– High need for professional development
What do we know already about teachers’ professionalism?
2
Teachers’ need for professional development
3
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
0 5 10 15 20 25 30 35 40
Sweden Average
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
• Some results from TALIS:– High need for professional development– Teacher education is not enough: becoming
professional takes time and experiential learning
What do we know already about teachers’ professionalism?
4
Percentage of class time spent on effective teaching and learning
5
Aus
tralia
Aus
tria
Bel
gium
...
Bra
zil
Bul
garia
Den
Est
onia
Hun
gary
Icel
and
Irela
nd
Italy
Kor
ea
Lith
u...
Mal
aysi
a
Mal
ta
Mex
ico
Nor
way
Pol
and
Por
tuga
l
Slo
vak.
..
Slo
veni
a
Spa
in
Tur
key
60
65
70
75
80
85
90Experienced teachers New teachers%
Percentage of class time spent on keeping order in the classroom
6
Aus
tralia
Aus
tria
Bel
gium
(Fl.)
Bra
zil
Bul
garia
Den
mar
k
Est
onia
Hun
gary
Icel
and
Irela
nd
Italy
Kor
ea
Lith
uani
a
Mal
aysi
a
Mal
ta
Mex
ico
Nor
way
Pol
and
Por
tuga
l
Slo
vak
Rep
ublic
Slo
veni
a
Spa
in
Tur
key
0
5
10
15
20
25
Experienced teachers New teachers%
• Some results from TALIS:– High need for professional development– Teacher education is not enough: becoming
professional takes time and experiencial learning– Teachers’ self-reported self-efficacy grows with time
and experience
What do we know already about teachers’ professionalism?
7
Teachers' self-efficacy and experience
8
5 or
less
6-10
11-1
5
16-2
0
21-2
5
26-3
0
31 o
r mor
e
10.5
11.0
11.5
12.0
12.5
13.0
13.5
Average Singapore
Years of experience as a teacher in total
Teac
her s
elf-e
ffica
cy (l
evel
)
• Some results from TALIS:– High need for professional development– Teacher education is not enough: becoming
professional takes time and experiential learning– Teachers’ self-reported self-efficacy grows with time
and experience– Becoming professional is mainly through adaptation,
not through innovation
What do we know already about teachers’ professionalism?
9
Teachers feel not rewarded by innovation
10
Bel
gium
(Fl.)
Nor
way
Irela
nd
Aus
tralia
Den
mar
k
Spa
in
Kor
ea
Aus
tria
Mal
ta
Icel
and
Por
tuga
l
Bra
zil
Est
onia
TALI
S A
ve...
Lith
uani
a
Turk
ey
Slo
veni
a
Mex
ico
Hun
gary
Slo
vak
Rep
u...
Italy
Pol
and
Bul
garia
Mal
aysi
a
0
10
20
30
40
50
60
Teachers who would receive increased monetary or non-monetary rewards if they are more in-novative in their teaching
%
%
KnowledgeAutonomyPeer networks
How can we define teacher professionalism?
11
KnowledgeAutonomyPeer networks
How can we define teacher professionalism?
12
Pre-service educationFormal teacher educationBreath of content covered in formal teacher educationIn-service learningSupport provided for CPDLong-term PDSupport for practitioner researchParticipation in practitioner or action-research
Knowledge
Autonomy
Peer networks
How can we define teacher professionalism?
13
Decision-making over curriculumDecision-making over resourcesDecision-making over contentDecision-making over assessmentDecision-making over discipline
Knowledge
Autonomy
Peer networks
How can we define teacher professionalism?
14
Participation in inductionParticipation in mentoringReceiving peer feedbackDeveloping CPD planParticipation in CPD networks
TALIS Teacher professionalism index by country
15
Knowledge
Autonomy
Peer networks
Let’s focus now on knowledge…
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The specialised knowledge of
teachers for creating effective teaching
and learning environments for all
students.
Our focus for today...
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1) Context, policy challenges, questions
2) The teaching profession and its knowledge base
3) Measuring teacher knowledge and professional competence: Opportunities and challenges
4) 21st century demands on teacher knowledge and future directions
Context, policy challenges,
questions
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Teachers as knowledge professionals
Context
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New & complex expectations
Adapting to technological change
Teaching more heterogeneous groups
Developing 21st century skills
Helping students to become lifelong learners
Policy Challenges
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• Attracting motivated and high-achieving candidates to the profession
• Retaining quality teachers
• Improving initial teacher education and professional development
What is the nature of the pedagogical knowledge base of the teaching profession?
• Conceptualisation; dimensions and how can these be measured?• Impact on student learning outcomes?• Relation of teachers’ motivations and beliefs to their knowledge?• Relation between pedagogical knowledge and overall professional
competence?
Questions
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?Is the pedagogical knowledge of the teaching profession up-to-date?
• Can scientific research inform teachers about teaching-learning?
• Meet the expectations for teaching and learning “21st century skills”?
The teaching profession and its
knowledge base
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The Teaching Profession and its Knowledge Base
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Teaching practice
Educational & Learning sciences
Student learning
Building and grounding practice in a coherent and integrated knowledge base is a fundamental characteristic of professions
Processes Open questions
Structural dynamics
Functional dynamics
Social dynamics
Knowledge dynamics in the profession
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25
Processes Open questions
Structural dynamics
Functional dynamics
Social dynamics
Codification: the interplay between the tacit and explicit dimensions of knowledge
Processes Open questions
Structural dynamics Codification
Functional dynamics
Social dynamics
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• How could codification improve the professional practice of teachers?
• How could codification facilitate extended access to knowledge for teachers?
• In what ways can codification processes be facilitated towards building a more integrated knowledge base for teachers?
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Processes Open questions
Structural dynamics
Functional dynamics
Social dynamics
Knowledge-to-action: the interplay between knowledge production, mediation and use
Processes Open questions
Structural dynamics
Functional dynamics Knowledge-to-action
Social dynamics
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• How can the linkages between knowledge production, mediation and use be strengthened?
• How can we build the capacity of the actors to improve KTA processes?
• How can we utilise existing knowledge and evidence on knowledge production, mediation and use to improve these processes?
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Processes Open questions
Structural dynamics
Functional dynamics
Social dynamics
Social processes: the interplay between different stakeholders – policy-makers, researchers, teachers, students, parents etc. – and between the elements of the social environment
Processes Open questions
Structural dynamics
Functional dynamics
Social dynamics Social processes
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• How can we enhance and utilise existing mechanisms, structures and resources (such as networks and collaboration) to improve professional learning?
• How can stakeholder interactions and collaboration be exploited to facilitate the dynamics of teacher knowledge?
Teaching as a profession needs a robust, systematic knowledge base, constructed and shaped by the community of professionals (including researchers & practitioners).
Knowledge dynamics may be viewed as a complex system, in which multiple actors interact to shape teachers’ knowledge.
This includes the importance of empowering teacher educators and teachers themselves to take charge of teachers’ knowledge base.
Key messages 1
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Measuring teacher knowledge and professional competence: Opportunities and challenges
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Shulman (1986, 1987)• General pedagogical knowledge
• Content knowledge
• Pedagogical content knowledge
• Curriculum knowledge
• Knowledge of learners and their characteristics;
• Knowledge of educational contexts
• Knowledge of educational ends, purposes, values and their philosophical and historical grounds.
Teacher Knowledge: Conceptualisation
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principles and strategies of classroom management and organisation that are cross-curricular
knowledge of content and pedagogy for teaching the particular subject
knowledge of subject matter and its organising structures
International large scale comparative studies:• “Mathematics Teaching in the 21st Century (MT21)” study (Schmidt,
Blömeke and Tatto, 2011)• “Teacher Education and Development Study – Learning to Teach
Mathematics” (TEDS-M) by IEANational large scale studies:• “Cognitive Activation in the Classroom (COACTIV)” study (Baumert et
al., 2010), • national TEDS studies (following TEDS-M) (Blömeke et al., 2013,
2014) • “Modelling and measuring competencies in higher education
(KoKoHs)” in Germany (Blömeke and Troitschanskaia, 2013). • “Learning Mathematics for Teaching (LMT)” studies originated in the
US, since applied in many other countries (Delaney et al. 2008; Hill, Ball and Schilling, 2008)
Empirical Evidence
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Higher level of teachers’ content knowledge
Higher level of teachers’ pedagogical content knowledge
Higher level of general pedagogical knowledge
Findings
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Higher student achievement
Higher quality of instruction
• beliefs about the nature of teaching and learning
• job motivation• orientations and goals• meta-cognitive facets like self-
regulation• professional responsibility
Teachers’ competence: A multidimensional construct
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Content & Pedagogical Knowledge
Affective-motivational competencies
Teacher motivation
Findings on teacher motivation
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pedagogical knowledge
decision-making strategies enabling the use of high-quality instructional practices
willingness to engage in professional development
motivation, performance and well-being of students
teachers’ professional and psychological well-being and job satisfaction.
Professional vision
From knowledge to practice
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Noticing ReasoningDescribingExplainingPredicting
Methodology:Video recording + Qualitative analysisVideo recording + Standardised rating
Findings:Formal teacher education (courses)Informal learning (teaching experience)
Higher professional vision skills
Knowledge & affective-motivational competencies
Teaching practice
General pedagogical knowledge is relevant for high quality instruction, but teachers’ affective-motivational characteristics also matter.
A comprehensive model of teachers’ competence includes the transformation of knowledge into practice.
Prior research provides a good basis for future studies: theoretical frameworks, and reliable and valid instruments can be used.
Methodological challenges, such as establishing clear cause and effect relationships, still exist.
Key messages 2
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21st century demands on teachers’ knowledge
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Cognitive
Intrapersonal
Interpersonal
21st century skills
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cognitive processes and strategies; knowledge; creativity
intellectual openness; work ethic and conscientiousness; self-regulation
teamwork and collaboration; leadership
critical thinking, reasoning and argumentation,innovation
flexibility, initiative, appreciation for diversity and metacognition
co-operation and communication, conflict resolution and negotiation
Domain Clusters Skills
Learning and developing 21st century skills
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Deep learning allows students to…• develop expertise in a discipline and
understand when, how and why to apply it
• recognise when problems or situations are related to what has been learned
• know how they can apply knowledge and skills to solve them
collaboration
critical thinking
problem solving
communication
Insights into student behavioural tendencies and learning outcomes
Learning Sciences
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Brain plasticity
Emotion regulationCognitive psychology,Neurosciences
Teacher knowledge
Working memory
Findings from the Learning Sciences have the potential to broaden teachers’ knowledge about student learning.
21st century skills matter for outcomes in education, work and other areas of life, but more research is needed to understand these relationships.
Research have important implications for how to organise teaching and learning to facilitate deeper learning and development of transferable 21st century competencies.
Key messages 3
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A conceptual framework
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Next steps: can we assess teachers’ pedagogical
knowledge: the ITEL Teacher Knowledge Survey
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• Understanding and valuing teachers’ pedagogical knowledge provides the basis for trusting teachers as professionals– You would never put your health in the hands
of a medical doctor of whom you are not convinced that s/he has not the level of medical knowledge you expect
– Why would you be less demanding of the teacher you entrust your child to?
Finally…
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Flemish Department of Education and Training for co-organising and hosting the symposium – Michelin Scheys and Katrijn BalletEditor – Sonia Guerriero Authors – Sonia Guerriero, Karolina Deligiannidi, Nóra Révai, Diana Toledo-Figueroa, Sigrid Blömeke, Kathleen Stürmer, Tina Seidel, Johannes König, Fani Lauermann, Daniel Ansari, Marilyn Leask, Tracey Tokuhama-Espinosa and James W. PellegrinoOECD editor & production team – Matthew Gill, Francesca Gottschalk, Emily Heppner, Rachel Linden, Nóra Révai and the Communications and Productions colleagues
Acknowledgements
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Thank you !
dirk.vandamme@oecd.orgwww.oecd.org/edu/ceri
twitter @VanDammeEDU
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