NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947737
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-1941-5257
Continuing Professional Development for Scottish Teachers: Tensions in Policy and Practice
O'Brien, Jim
Professional Development in Education, v37 n5 p777-792 2011
This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom--from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of supporting teachers to enhance the overall quality of the workforce. The problematic issue of teacher professionalism is considered particularly in relation to the lack of a clearly articulated national strategy or statement of purpose. The major initiatives associated with Scotland's approach to teacher standards are addressed and the potential for further change explored in the light of the recent national review of teacher education. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (Scotland)