Search results for: McGinley Brian Peter

This article explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. The paper reports on one small-scale qualitative study into award-bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. It was found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy.