The development of accomplished teaching

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

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

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 languageEnglish
Title of host publicationA Companion to Research in Teacher Education
EditorsMichael A. Peters, Bronwen Cowie, Ian Menter
PublisherSpringer Singapore
Chapter6
Pages87-100
Number of pages14
ISBN (Electronic)9789811040757
ISBN (Print)9789811040733
DOIs
Publication statusPublished - 3 May 2017

Keywords / Materials (for Non-textual outputs)

  • professional development
  • teacher education
  • tacit knowledge
  • professional learning
  • teaching career

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