10 SES 13 B, Advancing Professionalism in Teaching: Professional standards and teacher quality
In Scotland professional standards for teachers are overseen by the national regulatory body, the General Teaching Council of Scotland, the first regulatory body for teachers in the world. The role of professional standards in promoting teacher professionalism in Scotland has advanced considerably since the introduction of the first professional standard in the 1990s, to the adoption of a full suite of professional standards in 2012, covering the all key stages in the career trajectory of teachers (GTCS, 2012). The introduction of a ‘Professional Update’ scheme in 2014, through which teachers are required to demonstrate and evidence how they are maintaining the relevant professional standard, represents a further development in the use of professional standards in the Scottish context (Watson and Fox, 2015). However, while regulatory mechanisms and architecture have been put in place, the extent to which professional standards have been adopted by the profession and become embedded within the wider system for teacher development has not been fully tested (OECD, 2015: 126). The challenges associated with this were noted in the 2015 OECD report ‘Improving Schools in Scotland: An OECD Perspective’, acknowledging that ‘standards frameworks are much harder to implement effectively than to set in the first place’ (ibid). This paper reports on the Scottish strand of the multi-country survey on professional standards. As the first major study in recent years to survey teachers in Scotland on their understandings of the professional standards and specifically, on how the standards are used to support professional development through ‘Professional Update’, the findings provide important insights into current levels of understanding and engagement of the teaching profession ahead of the forthcoming five yearly review of the suite of professional standards. The paper offers a contrasting perspective from an apparently ‘stable’ education system, characterized by consensual, partnership approaches (Kennedy and Doherty 2015) in comparison to the emerging regulatory system in Russia and the more volatile model in Portugal.
Ingvarson, L., (2002) Development of a national standards framework for the teaching profession Issues Paper, Australian Council for Educational Research, Available online at http://research.acer.edu.au/teaching_standards/7/ Kennedy, A., and Doherty, R., (2012) ‘Professionalism and Partnership: Panaceas for teacher education in Scotland?’ Journal of Education Policy Vol 27, No 6 pp 835-48 OECD (2015) Improving Schools in Scotland: An OECD Perspective. Available online at http://www.oecd.org/education/school/Improving-Schools-in-Scotland-An-OECD-Perspective.pdf Watson, C., and Fox, A., (2015) ‘Professional re-accreditation: constructing educational policy for career-long teacher professional learning’ Journal of Education Policy Vol. 30, Iss. 1, 2015
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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