This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality…

"Creative Little Scientists" was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk…

While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower secondary education, the structure and content of the programmes vary and are less geared towards…

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the…

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to…