EDUCERI › Innovative Teaching for Effective Learning
The Innovative Teaching for Effective Learning ITEL project is conceived as a future-oriented and innovation-focused contribution to OECD’s work on teachers and teaching. It focuses on the pedagogical knowledge base and competences of teachers and how they should be redefined to be in line with recent developments in understanding effective learning, as for example as hightlighted in publication: The Nature of Learning: Using Research to Inspire Practice.
The overall objective of this project is to provide a deeper understanding of and possibly an identification of the future pedagogical knowledge base of teachers, based on (1) the current state of the learning sciences, (2) a profound understanding of the future needs in knowledge and skills for the 21st century learner, worker and citizen, and (3) an analysis of the institutional environments in which learning will take (including technological resources) and the challenges facing teachers in these environments. The pedagogical knowledge base in turn is supposed to produce (4) a shared set of pedagogical values and beliefs in the profession, defining who is considered to belong to the professional ‘corps’, (5) a action-oriented translation of the knowledge base in terms of a repertoire of possible behavioural interventions in students’ learning, based on an understanding of ‘what works’, and (6) a set of social rules of conduct and conventions to function in schools, among colleagues, with parents and stakeholders and society at large.
|>> Publication: Teaching Practices and Pedagogical Innovations: Evidence from TALIS - This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.||>> Blog: A Window into the classroom. An excellent teacher is what makes students learn and succeed in school. Everything else – standards, curricula, assessments, resources, school leadership – come second. Yet, what do we actually know about what teachers are doing?|
Strands and activities
Strand 1. General research on teachers’ pedagogical knowledge and practices:
Strand 2. In-depth research on effective and innovative teaching and learning in specific subject fields:
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