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What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom

What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom
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Author(s): Moira Hulme (University of Glasgow, UK)
Copyright: 2018
Pages: 20
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch100

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Abstract

The professional development of teachers has attracted much critical attention in each of the four nations of the United Kingdom since 2010. This chapter offers a ‘home international' comparison of policies to support the initial qualification and continuing education of teachers in the period following political devolution. A rationale is offered for cross-national comparison in this small and closely linked system. A comparison is offered of routes into teaching and the teachers' Standards in order to explicate divergent models of professionalism. By comparing policies across the Anglo-Celtic isles debate on the distinctive contribution of higher education to professional learning is enabled. Tensions are acknowledged within a policy ensemble that seeks to promote research excellence and teacher development.

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