Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ969406 - Teacher Education in Scotland--Riding out the Recession?

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ969406
Title:	Teacher Education in Scotland--Riding out the Recession?
Authors:	Menter, Ian; Hulme, Moira
Descriptors:	Teacher Education; Curriculum Development; Schools of Education; Teaching (Occupation); Educational Change; Foreign Countries; Educational Policy; Accountability; Economic Climate; Teacher Salaries; Teaching Conditions; Global Approach; Political Influences; Politics of Education; Economic Factors; Cultural Influences; Context Effect; Faculty Development; Institutional Autonomy; Professional Autonomy; Partnerships in Education; Values
Source:	Educational Research, v54 n2 p149-160 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement "A teaching profession for the 21st century." This agreement led to a number of innovations in teacher education and development. More recently, there has been a report of the Review of Teacher Education in Scotland by Graham Donaldson and a committee is currently reviewing teachers' pay and conditions. Purpose: This article examines the extent to which the development of teacher education in Scotland has been affected by the global financial crisis and its impact on the provision of public services. Three policy contexts are explored in turn, those of politics and economics, education and teacher education, so that the analysis moves from the wider societal perspective towards the specifics of teacher education. Sources of evidence: The article draws on a close analysis of relevant policy documents, including those produced by the Organisation for Economic Cooperation and Development, the Scottish Government and the General Teaching Council for Scotland. Additionally reference is made where appropriate to a wide range of published research and to reports such as the Review of Teacher Education in Scotland. Main argument: The ways in which teacher education policy in Scotland is developing is a result of the interaction between history, culture and politics played out at a national level under the wider influence of UK, European and global affairs, both economic and political. There are real tensions in the current conjunction of policies and trends, which create major challenges for all those involved. The promotion of career-long professional learning and enhanced school autonomy proceed alongside the review of teachers' professional conditions (McCormac Review), high levels of intermittent employment among new teachers, fluctuations in student numbers and staffing in university Schools of Education, and contracting resource to support school-level curriculum development and continuing professional development. The social partnership achieved between employers and practitioners is under increasing strain; and relations of partnership between universities and schools are subject to increasing critical scrutiny. Teaching in a time of crisis creates new challenges, and the need for innovative approaches to enduring challenges, in the short and longer term. Conclusions: The longstanding commitment to explicit values in Scottish culture and education is all the more important in a context where pressures for accountability and efficiency are greater than ever. (Contains 2 notes.)
Abstractor:	As Provided
Reference Count:	37

Note:	N/A
Identifiers:	Scotland; United Kingdom
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0013-1881
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1080/00131881.2012.680040

Back to Search Results