ITEL Teacher Knowledge Survey - Reports
This publication is based on an OECD/CERI Symposium held in June 2014 in collaboration with the Flemish Department of Education and Training. The book brings together a collection of chapters exploring conceptual and empirical work on teachers’ pedagogical knowledge, the dynamics of knowledge in the teaching profession, and how to measure pedagogical knowledge as an indicator of teacher quality. It also explores the teaching and learning of 21st century skills and the implications of the science of learning, or educational neurosciences, on teachers’ knowledge and teacher education.
This report was prepared by Prof. Dr. Johannes König, University of Cologne, Germany. The report provides a review of the empirical research on assessing teachers’ general pedagogical knowledge with the purpose to inform the design of an international assessment instrument. The report begins with a review of the background issues and policy context related to the state of the research and the justification for assessing teachers’ knowledge; then a selection of some previously conducted studies are thoroughly reviewed. Building on these research studies, conceptual issues such as the distinction between general pedagogical knowledge and pedagogical content knowledge, the content of general pedagogical knowledge, cultural sensitivity, and assessment formats are discussed. The paper concludes with recommendations for a large-scale assessment test design.
This report was prepared by Jun. Prof. Ph.D. Fani Lauermann, University of Bonn, Germany. The report provides an overview of current research on teacher motivation, major theoretical frameworks guiding this research, available assessments of teacher motivation, and implications for the instructional process, including implications for both teachers and students. The report concludes with recommendations for approaches to the study of teacher motivation in a large-scale assessment of teachers’ general pedagogical knowledge.
This working paper by Chung Yen Looi, Jacqueline Thompson, Beatrix Krause and Roi Cohen Kadosh (Department of Experimental Psychology, University of Oxford, University of Oxford) give an insight into the neuroscience research underpinning maths learning and cognition. The paper explores key contributors to maths learning such as neural factors, cognitive inputs and development throughout formal education, with the aim of better equipping educators and policy makers with the scientific knowledge underlying maths acquisition, as well as hindrances to learning such as maths anxiety or dyscalculia.