Developing accomplished practice: issues and approaches

McCulloch, M. and Forde, C. (2013) Developing accomplished practice: issues and approaches. In: Scottish Educational Research Association (SERA) Conference, University of Glasgow, 20-22 November, (Unpublished)

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This paper discusses some of the issues emerging thus far from the Accomplished Teaching Project, funded by the Scottish Government and GTCS. The dominant models of change have tended to focus on the importing of ideas externally through policy-based initiatives with task groups established to implement the priorities. Such approaches can lead to a tokenistic response to policy imperatives which are not sustained, nor do they lead to the revisiting of education and of practice necessary to address wider aspirations. Therefore we need to move to models of professional learning that recognise and enhance the expertise of the teacher. It begins by exploring some of the hindering and facilitating factors in initiating teacher-led practice-based collaborative professional learning. The paper then goes on to consider some of the questions emerging, particularly in the placing of teachers as the experts in generating and sustaining innovative approaches to teaching and learning. This raises questions about our understanding of the expert teacher (Berliner, 1988; 2001; 2004; Hammerstein, 2006). From both academic and policy explorations the idea of the expert teaching is still a loose (Glaser, 1988; Dreyfus and Dreyfus, 1986; Schon, 1983) model – which may be part of its strength. However, we can probe the idea of an expert teacher further by examining the concept of 'expertise' (Collins and Evans, 2007).

Item Type:Conference Proceedings
Glasgow Author(s) Enlighten ID:McCulloch, Dr Margaret
Authors: McCulloch, M., and Forde, C.
College/School:College of Social Sciences > School of Education > Professional Learning and Leadership

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