EDUCERI › Innovative Teaching for Effective Learning
The Innovative Teaching for Effective Learning (ITEL) project focusses on the pedagogical core of the teaching profession, namely, the pedagogical knowledge base of teachers, and questions whether this knowledge base is still in tune with recent advancements in learning research and with new skills demands society expects from students. In recent years, the interdisciplinary field of the learning sciences, including the neurosciences, has made huge progress in understanding how the human brain processes and retains information. The potential of the learning sciences to inform the pedagogical knowledge base of teachers and, hence, to improve pedagogical practice is significant. In addition, the policy imperatives for the teaching and learning of 21st century skills (e.g., problem-solving, collaboration, communication, creativity) might entail a re-skilling of the current teacher workforce and upgrading of the knowledge base of the teaching profession. Thus, a knowledge-intensive profession such as teaching can be expected to process new knowledge relevant for its core professional practice and to regularly update its knowledge base.
In order to answer the question of whether the teaching profession has been regularly updating its knowledge base, ITEL project activities to date have been concentrated on reviewing the literature in order to develop a conceptual understanding of teacher pedagogical knowledge. Future ITEL work is planned for developing a conceptual framework for profiling that state of pedagogical knowledge in the profession.
The conceptual work currently undertaken is comprised of four themes that together build the research base for the future profiling work. These papers will be made available as they are completed:
(1) A review of the literature on how pedagogical knowledge is conceptualised;
(2) A review of emerging research in the field of cognitive neuroscience that may have implications for pedagogical practice;
(3) A critical review of how teacher knowledge has been codified in the profession; and
(4) A review of how pedagogical knowledge has been measured.
Expert Meeting on "Teachers as Learning Specialists - Implications for Teachers' Pedagogical Knowledge and Professionalism"
Brussels, 18 June 2014 (under development)
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