In Scotland as in many European countries, enhancing teacher professionalism is a cornerstone of educational policy.  A major review of teacher education with the aspirational title, "Teaching Scotland's Future" (Donaldson, 2010), yielded 50 recommendations which are currently being implemented by a National Partnership Group set up by the Scottish Government. Teacher education is very broadly conceived in "Teaching Scotland's Future" to include career-long professional learning as well as professional learning in the early phase comprising initial teacher education and professional induction. In addition, a broad concept of leadership for learning is adduced. This review of teacher education has been accompanied by an independent national review of teachers’ contractual terms and conditions, “Advancing Professionalism in Teaching” (McCormac, 2011).  These policy reforms in the areas of teacher education and teachers’ work are being implemented against the backdrop of radical curriculum reform under the so-called “Curriculum for Excellence” (Scottish Government, 2004), which is intended to empower teachers as as active agents in an ongoing process of curriculum innovation and change. The purpose of the present paper is to provide a research-based assessment of current developments in the reform of teacher education and teachers’ work that is underway in Scotland.

Donaldson, G. (2010) Teaching Scotland's Future: Report of a Review of Teacher Education in Scotland. Edinburgh: Scottish Government. McCormac, G. (2011) 'Advancing Professionalism in Teaching: a review of teachers' terms and conditions.' Edinburgh: Scottish Government Scottish Government (2004) 'Curriculum for Excellence.' Edinburgh: Scottish Government.