Global Standards in Teacher Education: Unesco and Oecd Perspectives on Teacher Quality And Professionalism

Abstract

Teachers frequently have the ability to be the most important factor in schools educational quality and students' learning performance. Supporting a background of the 203 the global society has the task of significantly increasing the supply of competent teachers Sustainable Development Goal (SDG) 4.c. However, there is a considerable "qualitative ga consensus with variable definitions of a "qualified" teacher and distinct norms of profes across various education systems. The purpose of this study is to thoroughly analyze UN OECD frameworks in order to uncover similarities and differences in their perspectives c quality, competencies and professional standards. The study employs a comparative review design, and a secondary source-based study approach in evaluating worldwide benchmarks gathered from major publications such as UNESCO's Global Report on Teachers and Teac Development Guide, OECD's TALIS results, PISA teacher policy reviews and the Teacher k Survey. Expected key comparison issues will be: Analysis identified teacher supply and continuous professional learning (CPL), general pedagogical knowledge (GPK) and digital/. Findings are expected to indicate a common emphasis on "collaborative professionalism" an learning. UNESCO's rights-based approach and 'new social contract' for education may con the OECD's emphasis on data-driven performance, efficiency and knowledge-based pr standing. National teacher education rooted on these global perspectives may support modernizing their standards, improving the standing of teachers, and maintaining the attr and effectiveness of the profession in an increasingly digitalized and multicultural ec landscape.

Keywords: Teacher Education, UNESCO, OECD, Teacher Quality, Teacher Professionalism, Global standards, Teaching Competencies