Future of Teaching Profession

Drawing on the evidence on what it means to be a teacher in the 21st century this study begins with an analysis of the current situation in differing countries of the world. It examines the policies which frame teachers' work and the underpinning assumptions on which those policies rest. It illustrates how policy has been shaping the nature of practice, often with effects that limit teachers' professional judgment and which may, in the process, constrain student achievement. Most importantly, drawing on the evidence from international research and fact-finding this study offers alternative propositions for system redesign, illustrating these with vignettes of breakthrough practice from around the world, drawing out the key principles that characterize such practice.