Career-long professional learning in Scotland

Forde, C. , Harvie, J. , Torrance, D. , Mitchell, A. and Kerrigan, K. (2023) Career-long professional learning in Scotland. In: Jones, K., Ostinelli, G. and Crescentini, A. (eds.) Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice. Series: Routledge research in teacher education. Routledge, pp. 90-102. ISBN 9781032334493; eISBN 9781003322610 (doi: 10.4324/9781003322610-8)

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This chapter charts the advancement of key aspects of policy and practice of professional development in Scottish education and explores emerging issues. Teacher professional development has represented a major area in Scottish policy since the early 1990s (O'Brien 2011). Over recent years, a significant shift in policy focus has seen a move from the provision of professional learning as an implementation tool for policy reform to an ongoing project concerned with the mobilisation of the teaching profession, as part of a drive for system-wide improvement. A part of this drive has been to tackle an enduring ‘poverty-related attainment gap’ (ScotGov 2016). A concept underpinning the current reforms to educational governance structures, curriculum, and assessment is that of a teacher- and school-led system (ScotGov 2019) as a way of achieving system-wide improvement.

Item Type:Book Sections
Additional Information:Copyright 2024.
Glasgow Author(s) Enlighten ID:Kerrigan, Mrs Kathleen and Forde, Prof Christine and Mitchell, Ms Alison and Harvie, Dr Julie and Torrance, Dr Deirdre
Authors: Forde, C., Harvie, J., Torrance, D., Mitchell, A., and Kerrigan, K.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Educational Leadership & Policy
ISBN:9781032334493; eISBN 9781003322610

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