Key informants' perspectives on teacher learning in Scotland

Tools

Kennedy, Aileen and Christie, D. and Fraser, Christine and Reid, Lesley and McKinney, Stephen and Welsh, Mary P. and Wilson, A. and Griffith, M. (2008) Key informants' perspectives on teacher learning in Scotland. British Journal of Educational Studies, 56 (4). pp. 400-419. ISSN 0007-1005 (https://doi.org/10.1111/j.1467-8527.2008.00416.x)

[thumbnail of Kennedy et al (2008) BJES] Microsoft Word. Filename: BJES_2008_Text_for_PURE.doc
Accepted Author Manuscript
License: Unspecified
Download (137kB)

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.

ORCID iDs

Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911, Christie, D. ORCID logoORCID: https://orcid.org/0000-0002-5243-8122, Fraser, Christine, Reid, Lesley, McKinney, Stephen, Welsh, Mary P. ORCID logoORCID: https://orcid.org/0000-0002-7692-5910, Wilson, A. and Griffith, M.;
CORE (COnnecting REpositories)