There has been much debate in recent years on what constitutes teacher professionalization and how to develop and foster it, both within the scientific community as well as publicly (cf. On the State of Research: Educational Professionalism as Knowledge and Ability? We conclude the paper by taking a closer look at the results obtained so far. This model is currently being investigated in several research projects. Figure 5) and placed at the center of educational expertise.

The quadrant model may thus be developed further into the so-called ACAC model (attitude, competence, action, context c.f. As we demonstrate, knowledge and ability may be classified as belonging to the exterior perspective and will and judgment to the interior perspective. Wilber makes it clear with his quadrant model that complex phenomena may be considered from an exterior perspective or an interior perspective, that these perspectives are dependent on each other, and that they are therefore both important. These thoughts on the current state of research thus lead to an epistemological reflection we would like to approach with the help of Ken Wilber’s integral philosophy. John Hattie uses this construct to draw attention away from knowledge and ability towards will and judgment. Even more recent studies demonstrating that subject matter knowledge must always be accompanied by pedagogical and didactic competence (e.g., ) fail to recognize that the effectiveness of this triad depends primarily on the attitudes of the teacher. To this end, we begin by describing the current state of research on teacher professionalism, through which it becomes evident that studies often focus on subject matter knowledge in the shape of knowledge and ability-without, however, providing any evidence that it is essential for professionalism.

10 mindframes for visible learning