Pedagogical Knowledge and the Changing Nature of the Teaching Profession


Work data:

ISBN: 978-92-6427069-5

Type of work: Report




Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.

This publication presents research and ideas from multiple perspectives on pedagogical knowledge - the knowledge of teaching and learning - and the changing nature of the teaching profession. It provides a modern account of teachers’ professional competence, and how this relates to student learning. The report looks at knowledge dynamics in the teaching profession and investigates how teachers’ knowledge can be measured. It provides precious insights into 21st century demands on teacher knowledge.

This volume also offers a conceptual base for a future empirical study on teachers’ knowledge. It will be a useful resource for those interested in understanding the different factors underlying high quality teaching through examining and outlining the complexity of the teaching profession. In particular, this publication will be of interest to teacher educators, educational leaders, policy makers and the research community.


  • 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.
  • General pedagogical knowledge is relevant for high quality instruction, but teachers’ affective-motivational characteristics also matter.
  • Emerging evidence has the potential to broaden teachers’ pedagogical knowledge about student learning however more is required to be able to improve pedagogy, teacher education and professional development of teachers.


  • Figure 2.3. Challenges of knowledge to action in education
  • Box 2.4. Facilitating teacher networks
  • Box 2.5. Modes of knowledge governance