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Developing Accomplished Teaching and Teachers

By C. Forde

Abstract

This paper discusses the question of the development of accomplished teachers and teaching in Scotland and examines a number of emerging issues including the definition of accomplished teaching, the enhancement of teaching quality, the role of accomplished teachers including chartered teachers in schools, the contribution of accomplished teachers and impact on pupil learning, the question of teacher agency and enhanced professionalism and opportunities to engage with the wider social and educational context.\ud The origins of this work on accomplished teachers and teaching were in a series of symposia at ECER (European Conference for Educational Research, 2009, 2010) organized by Dr Margery McMahon, University of Glasgow who brought together stakeholders in Scotland with international partners including academics and professional associations to examine the issues related to the recognition and development of expertise and accomplishment in teaching. These symposia were followed by an International Symposium on Developing Accomplished Teachers and Teaching (ISAT&T) co-hosted by the University of Glasgow and the GTCs and sponsored by the Scottish Government. Participants in the ISAT&T were drawn from the universities of Harvard, Oxford, Cambridge, Wales, Glasgow and Stirling and representatives from HMIe, Local Authorities and the GTCs. This paper is a synposis of the proceedings of the International Symposium

Year: 2010
OAI identifier: oai:eprints.gla.ac.uk:45201
Provided by: Enlighten

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Citations

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