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Key informants’ perspectives on teacher learning in Scotland

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Original languageEnglish
Pages (from-to)400-419
JournalBritish Journal of Educational Studies
Volume56
Issue number4
DOIs
Publication statusPublished - 1 Dec 2008

Abstract

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.

    Research areas

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

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