The development of accomplished teaching

Margery A.  McMahon; C. Forde; R. Murray

doi:10.1007/978-981-10-4075-7_6

The development of accomplished teaching

Margery A. McMahon, C. Forde, R. Murray

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

In efforts to raise pupil attainment, the question of teacher quality has become a key policy concern (Schleicher 2011). This chapter uses Scottish education as a case study to consider issues related professional learning and the development of accomplished teaching. Policy on teacher professional development in Scotland since 1997 is examined, particularly the Chartered Teacher Scheme, to highlight some of the issues in developing and sustaining high level teaching over a teaching career. The chapter then considers the concept of expertise and explores how such ideas can inform models of professional learning for teachers.

Original language	English
Title of host publication	A Companion to Research in Teacher Education
Editors	Michael A. Peters, Bronwen Cowie, Ian Menter
Publisher	Springer
Chapter	6
Pages	87-100
Number of pages	14
ISBN (Electronic)	9789811040757
ISBN (Print)	9789811040733
DOIs	https://doi.org/10.1007/978-981-10-4075-7_6
Publication status	Published - 3 May 2017

Keywords / Materials (for Non-textual outputs)

professional development
teacher education
tacit knowledge
professional learning
teaching career

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10.1007/978-981-10-4075-7_6

https://link.springer.com/chapter/10.1007%2F978-981-10-4075-7_6

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title = "The development of accomplished teaching",

abstract = "In efforts to raise pupil attainment, the question of teacher quality has become a key policy concern (Schleicher 2011). This chapter uses Scottish education as a case study to consider issues related professional learning and the development of accomplished teaching. Policy on teacher professional development in Scotland since 1997 is examined, particularly the Chartered Teacher Scheme, to highlight some of the issues in developing and sustaining high level teaching over a teaching career. The chapter then considers the concept of expertise and explores how such ideas can inform models of professional learning for teachers.",

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AU - McMahon, Margery A.

AU - Forde, C.

AU - Murray, R.

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N2 - In efforts to raise pupil attainment, the question of teacher quality has become a key policy concern (Schleicher 2011). This chapter uses Scottish education as a case study to consider issues related professional learning and the development of accomplished teaching. Policy on teacher professional development in Scotland since 1997 is examined, particularly the Chartered Teacher Scheme, to highlight some of the issues in developing and sustaining high level teaching over a teaching career. The chapter then considers the concept of expertise and explores how such ideas can inform models of professional learning for teachers.

AB - In efforts to raise pupil attainment, the question of teacher quality has become a key policy concern (Schleicher 2011). This chapter uses Scottish education as a case study to consider issues related professional learning and the development of accomplished teaching. Policy on teacher professional development in Scotland since 1997 is examined, particularly the Chartered Teacher Scheme, to highlight some of the issues in developing and sustaining high level teaching over a teaching career. The chapter then considers the concept of expertise and explores how such ideas can inform models of professional learning for teachers.

KW - professional development

KW - teacher education

KW - tacit knowledge

KW - professional learning

KW - teaching career

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A2 - Cowie, Bronwen

A2 - Menter, Ian

PB - Springer

ER -

The development of accomplished teaching

Abstract

Keywords / Materials (for Non-textual outputs)

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