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Helen Coker; Tara Harper; Louise Campbell; Sharon Tonners-Saunders; Lina Waghorn; Derek Robertson – Teacher Education Advancement Network Journal, 2024
The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need…
Descriptors: Digital Literacy, Teacher Education, Teacher Educators, Teaching Experience
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Colin Christie – Teacher Education Advancement Network Journal, 2024
This small-scale case study examines the use of remote lesson observations and lesson feedback in the Teaching Qualification in Further Education (TQFE) course at a university in the North of Scotland. Successful completion of the course by lecturers working in Colleges of Further Education enables them to register with the General Teaching…
Descriptors: Distance Education, Electronic Learning, Foreign Countries, Observation
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Smith, Hannah; White, Wendee – Teacher Education Advancement Network Journal, 2022
The importance of classroom architecture has long been recognized and supported as a significant factor in Early Years teaching and learning, garnering an explicit focus in policy and practice in Scotland. The same cannot be said of practices beyond the early years, where the explicit role of classroom architecture has been less clearly defined.…
Descriptors: Classroom Design, Elementary School Students, Classroom Techniques, Foreign Countries
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Holme, Richard; Schofield, Susie; Lakin, Elizabeth – Teacher Education Advancement Network Journal, 2020
This paper considers the under researched area relating to defining and conceptualising non-formal teacher professional development. It makes the case for adopting the general term grassroots professional development, specifically when this is self-directed activity led by educators. The article serves the purpose of being a position paper for…
Descriptors: Nonformal Education, Faculty Development, Program Effectiveness, Communities of Practice
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Coker, Helen – Teacher Education Advancement Network Journal, 2017
Developing student teachers to become confident and effective professionals is a central aim of teacher education programmes. Developing understanding of student-teacher agency - the ways in which student teachers actively participate in their learning - has the potential to inform programme development. Working in the context of a blended…
Descriptors: Personal Autonomy, Student Teachers, Program Development, Blended Learning
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Hanscomb, Stuart; Rinaldi, Carlo – Teacher Education Advancement Network Journal, 2017
In his "Report of a Review of Teacher Education in Scotland" (2010), Donaldson presents the idea of the 'twenty-first century teacher'. Central to this is the requirement for an 'extended professionalism' in which emphasis is placed on the development of the student teacher's academic and intellectual qualities. This article aims to…
Descriptors: Foreign Countries, Elementary School Teachers, Preservice Teachers, Preservice Teacher Education
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Tom Hamilton – Teacher Education Advancement Network Journal, 2016
This paper begins by setting out the vision and aims of the General Teaching Council for Scotland. In its efforts to deliver this vision and to meet these aims, GTC Scotland has given extensive consideration to various aspects of teacher professionalism. A discussion of a range of teacher professionalism paradigms follows before an explanation of…
Descriptors: Foreign Countries, Communities of Practice, Lifelong Learning, Professionalism