Retaining Public and Political Trust: Teacher Education in Scotland

Autor/inn/en	Gray, Donald; Weir, Douglas
Titel	Retaining Public and Political Trust: Teacher Education in Scotland
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 40 (2014) 5, S.569-587 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2014.956541
Schlagwörter	Foreign Countries; Teacher Education; Educational History; Graduate Study; Masters Programs; Trust (Psychology); Educational Policy; Partnerships in Education; Governance; Government School Relationship; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; History of education; Bildungsgeschichte; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung
Abstract	This paper traces the key periods, players and events which have contributed to the shaping of the current landscape of teacher education in Scotland. Starting with the Wheatley Report and the formation of the General Teaching Council (Scotland) in the 1960s through to the most recent Donaldson Review of Teacher Education, we examine ebb and flow amongst GTCS, government, colleges of education and universities. Following its own trajectory, Scottish Education resisted and rejected policies emanating from an "English" ideology, capitalised on respect for and influence of the GTCS, and successfully moved teacher education's base from autonomous colleges to high-status universities. At the core of teacher education in Scotland is the continuing desire for partnership-working amongst key stakeholders: local and national government, GTCS, schools, teacher education institutions, teaching unions, parents and pupils. A teaching profession of trained graduates, underpinned by university-led subject study, is now moving steadily towards Masters-level professional learning for all. Although having faced some troubled episodes, this period has also been characterised by remarkable stability and consensus and, although still tackling the improvement agenda suggested by the recent Donaldson review, teacher education in Scotland has retained a high degree of public and political trust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10