Teacher Professional Learning and Professional Update in Scotland

Autor/inn/en	Adams, Paul; Mann, Kirsten
Titel	Teacher Professional Learning and Professional Update in Scotland
Quelle	In: Education 3-13, 49 (2021) 5, S.592-605 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1751228
Schlagwörter	Faculty Development; Foreign Countries; Educational Policy; Educational Change; Teacher Attitudes; Teaching Experience; Standards; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsreform; Lehrerverhalten; Standard
Abstract	The research here presented discusses teacher professional learning (PL) policy in Scotland and in particular the recently introduced Professional Update (PU). From 2001, there have been significant policy reforms in relation to PL in Scotland including a new Standard for Career Long Professional Learning (SCLPL) and PU. The research identified how PU has been located by a small number of primary teachers. A qualitative research design was employed and seven teachers were interviewed for their views on PL and PU. None of the teachers explicitly described engaging with SCLPL and associated procedures. PU was considered to be bureaucratic with little to do with learning. For the participants, PL appeared to be located in, and dependent upon, school and local authority contexts. However, accountability for learning seems to rest with individual teachers through the mechanisms of PU. Recommendations for further study are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01