Search results for: Scotland
Page 1/1 9 items
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.
Updated: Oct. 12, 2010
This article starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, the article identifies some of the challenges and opportunities presented by sponsored research engagement. The article suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education.
Updated: Nov. 10, 2009
This article examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK. In conclusion, the article suggests that a key element of effective capacity building lies in collaborative approaches.
Updated: Nov. 09, 2009
This article describes how the structure and content of an initial teacher education program for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core program. A rationale is presented for the development of ‘inclusive practice’.
Updated: Jun. 01, 2009
This paper reports findings from a study of 100 headteachers of very small Scottish primary schools. The main goal of the research was to follow up a sample of those schools that had participated in a larger study of all small schools in Scotland in 1996 to explore the role of the teaching headteacher.
Updated: Apr. 01, 2009
This article investigates the extent to which political devolution has influenced the nature of education policy-making in Scotland. The article uses initial teacher education and early professional development as a case. The processes of change in Scotland appear to have been less radical and at a slower pace than in England; however, they have been achieved through a more consensual process and so in the long term are likely to be more embedded than those in England.
Updated: Feb. 12, 2009
The article examines the collective goals, functions and teachers' change in professional representations or repertoire of actions through collective activity. The study relates to a frame work to data collected from new teachers in the induction year in Scottish secondary schools.
Updated: Sep. 21, 2008
Scottish student primary teachers' levels of mathematics competence and confidence for teaching mathematics: some implications for national qualifications and initial teacher education
The educational attainment of pupils influenced by teachers' competence is important in mathematics education. Eighty 80 BA student first year student completed an attitude survey as well an online mathematics competence test. They answered 28 randomly generated questions. Students were then asked to rank teacher attributes. Though 98% of the students ranked basic numeracy skills as the most important, 65% of the cohort did not possess these skills. Moreover 95% suggested confidence was important, but confidence levels were found to be low even among students with higher than minimum entry requirements to the undergraduate primary teaching program.
Updated: Sep. 21, 2008
The government supported study in Scotland, explored behavior changes and absences from students. The study followed one-year study, and explored all 32 authorities in Scotland, a sample of students in training in two universities and teachers, School principal and pupils in eight case study schools, and also a sample of their parents. Two dominant models emerged from the data: Primary school teachers were able to support their students, and secondary school teachers thought it a separate function, they refused to undertake.
Updated: Jun. 18, 2008