Globally, there is a need to improve the status of teachers in society. The status of teachers depends on a range of political and cultural factors that impact on the way in which teaching is perceived ― whether as a trade, craft, or profession ― and how these are valued. We argue that all teachers of the future will need to have a high status in their societies if they are to help those societies to realise the potential benefits of an increasingly technological future, and that a key step in achieving this is through the formation of professional associations that foster the development of structures to support a professional community of practice, and which create and enforce national or international standards for membership in a similar fashion to medical and engineering professional associations. By adopting such professional characteristics, and by allowing for the professional recognition of all levels of teachers at all levels of education, the influence and actions of these professional associations will, over time, lead to an increased status for teachers and improved external perceptions of the profession. There are a number of key issues that these societies will need to address: 1. How to complement and ensure coherence in teachers' professional knowledge and skills 2. How to enhance the status of youth and students 3. How to articulate and collaborate with multiple stakeholders 4. How to develop didactic pedagogy into adaptive pedagogies.
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