ERIC Number: EJ1093058
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 53
Professional Update and Practitioner Enquiry: Old Wine in New Bottles?
Scottish Educational Review, v46 n2 p54-72 2014
Starting in August 2014, all registered teachers in Scotland are now required to engage in a process of Professional Update (PU) managed by the General Teaching Council for Scotland (GTCS). The aim is to ensure that teachers at every stage of their careers participate in worthwhile professional learning, which can take a variety of forms. PU is, in effect, a system of regular professional re-accreditation. This paper examines the new arrangements, the way in which they have been devised and the thinking that lies behind them. It also looks at the provisions which preceded them and suggests that a change of terminology does not necessarily mean that there will be a significant change of practice. One particular form of Professional Update which is recommended--Practitioner Enquiry (PE)--is shown to have had a long history, but relatively modest results. A number of reasons for the slow pace of change in the field of professional learning and development are considered: these include teacher resistance, bureaucratic obstruction and academic failure. The paper concludes by arguing for greater intellectual freedom in defining what counts as legitimate professional learning and cautioning against the expectation that new systems and structures will by themselves bring about major shifts in attitude.
Descriptors: Foreign Countries, Faculty Development, Teacher Improvement, Inquiry, Intellectual Freedom, Educational Policy, Teacher Competencies, Standards, Language Usage, Educational History, Teacher Researchers
Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: firstname.lastname@example.org; Website: http://www.scotedreview.org.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)