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Perceptions of the educational elite on the purpose of a national framework of continuing professional development (CPD) for teachers in Scotland[1]

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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching: International research and pedagogy on 01/07/2004, available online: http://wwww.tandfonline.com/10.1080/0260747042000229753

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http://www.tandfonline.com/doi/abs/10.1080/0260747042000229753
Original languageEnglish
Pages (from-to)131-149
JournalJournal of Education for Teaching
Volume30
Issue number2
DOIs
Publication statusPublished - 1 Jul 2004

Abstract

Scotland, in common with many other countries, has seen a growing focus on teachers’ CPD over the past few years, resulting in the development of a national framework. This paper explores the perceptions of key stakeholders as to the fundamental purpose of the national CPD framework, through analysis of interviews with elite figures in Scottish education. The paper works from the premise that while there has been general agreement from stakeholders that the framework is a positive development, there has been no one agreed articulation of its purpose.

The paper concludes by raising questions about the lack of clarity amongst key stakeholders as to the fundamental purpose of the CPD framework and the resulting implications in terms of reviewing its success or otherwise. These implications are considered within the context of the power dynamics, both national and international, influencing the development of CPD policy in Scotland.

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