What counts as quality teaching? Diverging pathways in the dis-united Kingdom

Hulme, M. (2016) What counts as quality teaching? Diverging pathways in the dis-united Kingdom. In: Petty, T., Good, A. and Putnam, S. M. (eds.) Handbook of Research on Professional Development for Quality Teaching and Learning. Series: Advances in higher education and professional development. IGI Global: Hershey, PA, USA, pp. 366-385. ISBN 9781522502043

Abstract

The professional development of teachers has attracted much critical attention in each of the four nations of the United Kingdom since 2010. This chapter offers a ‘home international' comparison of policies to support the initial qualification and continuing education of teachers in the period following political devolution. A rationale is offered for cross-national comparison in this small and closely linked system. A comparison is offered of routes into teaching and the teachers' Standards in order to explicate divergent models of professionalism. By comparing policies across the Anglo-Celtic isles debate on the distinctive contribution of higher education to professional learning is enabled. Tensions are acknowledged within a policy ensemble that seeks to promote research excellence and teacher development.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Hulme, Dr Moira
• Authors: Hulme, M.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education
• Publisher: IGI Global
• ISBN: 9781522502043

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