دانلود کتاب Teaching as a Knowledge Profession

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Foreword
Acknowledgements
Executive Summary
Studying pedagogical knowledge as a main pillar of teacher professionalism
Knowledge for teaching in the 21st century
Bridging the theory-practice gap: Exploring and supporting research-based practice and the context-adequate use of knowledge in schools
Pushing forward research and policy agendas and strengthening the knowledge base
1 Teachers as knowledge professionals
Introduction
Teaching is the mother of all professions
Pedagogical knowledge as a main pillar of teacher professionalism
The importance of general pedagogical knowledge for teaching and professional exchange
Pedagogical knowledge for teaching in the 21st century and its context-adequate use
Policies and practices to support the pedagogical learning and exchange among teachers
Studying teacher knowledge across education systems
The value of an international teacher knowledge study for policy and practice
Going beyond the existing international evidence on teacher knowledge
Overview of this publication
Concluding note
2 Studying teaching as a knowledge profession across education systems
Introduction
Overview of the TALIS Teacher Knowledge Survey (TKS) assessment module
The conceptual underpinning of an international study on teacher knowledge
Measuring teacher knowledge and its context boundedness
Important areas and types of knowledge for 21st century teaching
Assessing teacher knowledge across countries
Measuring the context boundedness of teacher knowledge
Outlook
References
3 Teachers\' technology-related knowledge for 21st century teaching
Background
Conceptualising knowledge to integrate technology in teaching
TPACK: A framework on technology integration and its relation to teachers’ general pedagogical knowledge
TPK: Teachers subject-independent knowledge and skills to effectively use technology
Measuring teachers’ technological knowledge and skills in an international survey
Opportunities and challenges of different measurement approaches
Self-reporting via questionnaires and objective knowledge assessments
Performance-analysis of teaching activities
Overview of existing instruments and synthesis
Self-reporting instruments and objective assessments
Performance-based instruments
Recommendations for an international large-scale survey
Conceptual underpinning through the TPACK framework
Measuring teacher knowledge through contextualised items drawing on existing instruments
Additional questionnaires providing context information relating to teacher knowledge
Self-reported teaching practice
Usage estimation
Overall conditions for technology use in schools
Complementing the survey with a performance study for ecological validity
Conclusion
References
Notes
4 Critical teaching in diverse classrooms
Trends in culturally diverse classrooms
Multicultural education
Common issues related to diversity and inclusion in education
Teacher diversity and orientations
Institutional support
Socio-political context
Teacher education for diverse classrooms
Measuring competencies for teaching in diverse classrooms
Measuring teacher attitudes
Measuring teacher multicultural content knowledge
Measuring teacher pedagogy and practices
Particular challenges and decisions for an international survey
Which multicultural teacher education approach to emphasise?
Cultural sensitivity and local context
Grade level appropriate questions
Going beyond self-assessments
Conclusion
Implications for education policy and practice
Implications for research
References
5 The contextualised measuring of general pedagogical knowledge and skills: Exploring the use of knowledge in practice
Introduction
The role of practice-based knowledge and situation-specific skills for effective teaching
Contextualised assessments of practice-based knowledge and situation-specific skills
Content areas
Type of knowledge and skills
Task format and administration mode
Response format, evaluation and scoring method
Advantages and disadvantages of different approaches in the context of international large-scale surveys
Choice 1: Narrow vs. broad content coverage
Choice 2: Theoretical-scientific knowledge, practice-based knowledge or situation-specific skills
Choice 3: Uncontextualised tasks, vignettes or simulations
Choice 4: Open or closed response format and choice of a scoring and evaluation method
Conclusion
Example text vignettes and items for a large-scale assessment
Further recommendations for a contextualised assessment of teacher knowledge and skills
References
6 Studying opportunities to learn general pedagogical knowledge along the teaching career
Introduction
Concepts and strategies for exploring teachers’ opportunities to learn
Grounding the measurement of ITE opportunities to learn in teacher education practice
Acknowledging the progressive and practical nature of teachers’ learning in ITE
Fostering learning communities of autonomous professionals
Empirical profiling of teachers’ opportunities to learn about general pedagogy
Example items for profiling opportunities to learn in initial teacher education
Example items for profiling opportunities to learn in the practicum
Example items for profiling opportunities to learn in teacher induction
Example items for profiling opportunities to learn in professional development
Conclusion
Further recommendations for research on teachers’ professional learning
Arriving at common definitions and measures of opportunities to learn
Longitudinal research that links teacher education, teacher knowledge and skills, teaching and learning
Addressing teaching and learning to teach holistically
References
Note
7 Increasing test efficiency in an international assessment of teachers’ general pedagogical knowledge through multidimensional adaptive testing
Introduction and problem definition
What is multidimensional adaptive testing?
How can MAT help to cover a broad range of topics within a limited testing time?
What factors need to be accounted for in planning a MAT design?
Develop a calibrated multidimensional item pool
Determine specifications for final computerised adaptive testing
What could multidimensional adaptive testing designs for the Teacher Knowledge Survey assessment module look like?
Item development
Specification of the multidimensional adaptive testing design
Pilot Study
Field Trial
Main Study
Simulation of efficiency and precision gains for the Teacher Knowledge Survey assessment module
What is required in terms of software and analytical skills for implementing such designs?
Conclusion
References
8 Moving forward: Advancing the research and policy agendas on teacher knowledge
Introduction
Main takeaways for an international study of teacher knowledge
Using cross-country insights on teacher knowledge for education policy and practice
Using knowledge assessments to drive policies and initiatives
Building a global professional community that jointly reflects on pedagogy and co-constructs knowledge
Promoting knowledge exchange and co-construction in schools
Preparing teachers with a good start and ensuring a career-long updating of knowledge
Basing career entry and progression on competences and knowledge
Updating teacher knowledge for the 21st century
…including digital and hybrid teaching
Acknowledging teachers as experts of learning and teaching
Pushing forward the research agenda and broadening the understanding of teacher knowledge
Researching teacher knowledge and skill required for digital and hybrid education
Investigating diversity-related pedagogical knowledge of teachers
Studying how teachers apply their knowledge in classroom contexts
Investigating the evolution of teacher knowledge and the effectiveness of learning opportunities
Exploring the role of teacher knowledge for teaching quality and student outcomes
Researching teacher educators as gatekeepers of teachers’ pedagogical knowledge
Increasing motivation and reducing barriers to participation in research
Concluding remark
References
Annex A. List of abbreviations
Contributors