knowing what teachers know about teaching

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?

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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


4

Percentage of class time spent on effective teaching and learning

5

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Bel

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...

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Bul

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Den

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Hun

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Icel

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60

65

70

75

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90Experienced teachers New teachers%

Percentage of class time spent on keeping order in the classroom

6

Aus

tralia

Aus

tria

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gium

(Fl.)

Bra

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Bul

garia

Den

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Hun

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Icel

and

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Italy

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0

5

10

15

20

25

Experienced teachers New teachers%


professional takes time and experiencial learning– Teachers’ self-reported self-efficacy grows with time

and experience


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

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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

)


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


9

Teachers feel not rewarded by innovation

10

Bel

gium

(Fl.)

Nor

way

Irela

nd

Aus

tralia

Den

mar

k

Spa

in

Kor

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Icel

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Por

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TALI

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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?

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KnowledgeAutonomyPeer networks


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


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Decision-making over curriculumDecision-making over resourcesDecision-making over contentDecision-making over assessmentDecision-making over discipline

Knowledge

Autonomy

Peer networks


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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”?

GOTTSCHALK Francesca

Again here, I think the question marks are strange. These are not posed as questionsm, but rather as factors concerning the nature of PK and therefore I would take out qestion marks unless we formulate all of them as questions. The first one is the only one formulated as a q.

GOTTSCHALK Francesca

Again here. Either we reformulate 2 as a question or we make 1 into a statement referring to the question asekd in the heading

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


Structural dynamics

Functional dynamics

Social dynamics

Codification: the interplay between the tacit and explicit dimensions of knowledge


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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Structural dynamics

Functional dynamics

Social dynamics

Knowledge-to-action: the interplay between knowledge production, mediation and use


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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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


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 !

[email protected]/edu/ceri

twitter @VanDammeEDU

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