Abstract / Description of output
The present article reports on a cooperative research with a small group of teachers studying for a professionally accredited master’s degree (MTeach), leading to the professional award of Chartered Teacher status, at a Scottish university. The aim of the study was to explore teachers’ perceptions of the impact made on them and their practice as a result of study on the first module of this programme. The first module was recently redesigned to embrace principles of transformational learning and requires teachers to engage in practitioner enquiry. Data were drawn from focus group discussions, structured around issues raised by the teachers during the module. Our data suggest that teachers perceived they had a freedom to engage in critical dialogue and were beginning to challenge and change educational practices within their own contexts. This is discussed in relation to some broader issues of teacher professionalism, some discourses of professionalism and teacher professional identity. We believe a sense of activism may be emerging from these teachers, and this type of Chartered Teacher study may hold considerable potential for transformational learning.