This paper outlines an emerging issue of compliance amongst initial teacher education students within one Scottish University and outlines the implications that such compliance may have for the teaching profession and for initial teacher education not only in Scotland but also internationally. The usage of the term compliance here also incorporates the idea of conformity. The purpose of the research was to explore the apparent level of compliance among student teachers and to consider the impact that this may have on the teaching profession but also on the quality of education provided both post an pre-qualification.  

Society functions with differing levels of compliance and conformity, there are times when professions and professionals need to ask the ‘why’ questions or indeed be able to justify ‘why’. Teachers should not unthinkingly accept the next new initiative or policy but need to engage critically with such proposals.  They need to consider the benefits or otherwise that such changes will have on the young people they teach currently and in the future as well as the impact to the profession.  

An adaptation of Bronfenbrenner's theory of ecological development was used to analyse teacher compliance.  As the research examined the professional development of student teachers this was seen as suitable as similarly to child development, we are considering the interactions and relationships that occur as students teachers join and further develop in the teaching profession.    When student teachers graduate and enter their schools as teachers they are still learning about their chosen career and like the majority of new graduates defer to those who are more experienced.  

Through examining compliance from an adapted Bronfenbrenner lens it can  be seen how one part of the system can impact on the development of a teacher and on their pedagogical stance.  As well as the hierarchical system that may ben in place with the accountability from inspectors and others pushing down on both the microsystem and the individual in this case the teacher.

It is recognised that at times there is a need for compliance and conformity otherwise nothing would ever be finished or finalised. To a certain extent most people conform to various rules and social expectations within society this will also be the case within the teaching profession.  There are certain expectations that pupils, parents/carers and society in general hold with regard to teachers and schools.  Within some countries these expectations can be seen in sets of standards that teachers should uphold, an example being ‘The Standards for Full Registration’ from the General Teaching Council of Scotland (GTCS, 2012).  These standards focus on different elements that a teacher can be assessed against at any time such as Professional Values and Personal Commitment, Professional Knowledge and Understanding and Professional Skills and abilities.  The GTCS standards encompass various sub-themes such as integrity, social justice, trust and respect as well as themes based on curriculum and pedagogical theories. Therefore conformity with these nationally agreed standards is an important element. Without conformity in certain elements and areas of teaching there is a danger that teachers could become too focused on their own agenda.

 Teacher conformity and compliance therefore are not in themselves bad.  However, what is needed is the ability to question and to make decisions and not just do what has always been done or to follow the next new initiative without thinking through the implications of this for themselves, for their current and future pupils and for their school.  This is globally important. 

Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the development of children, 2, 37-43. Crutchfield, R. (1955). Conformity and Character. American Psychologist, 10, 191-198. General Teaching Council Scotland (2012a) Standards for Registration, Edinburgh: GTCS. Katsuno, M. (2012). Teachers’ professional identities in an era of testing accountability in Japan: the case of teachers in low-performing schools. Education Research International, 2012. Sachs, J. (2004). The Activist Teaching Profession, Buckingham, Open University Winch, Christopher (2006). Education, autonomy and critical thinking. London/New York: Routledge