Key informants’ perspectives on teacher learning in Scotland

Aileen Kennedy, Donald Christie, Christine Fraser, Lesley Reid, Stephen Mckinney, Mary Welsh, Alastair Wilson, Morwenna Griffiths

Research output: Contribution to journalArticlepeer-review


This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning.
Original languageEnglish
Pages (from-to)400-419
JournalBritish Journal of Educational Studies
Issue number4
Publication statusPublished - 1 Dec 2008


  • professional development
  • professional learning
  • CPD policy
  • key informants
  • Scotland

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