Teacher Quality, Professional Learning and Policy Recognising, Rewar
This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the wor
- PDF / 2,750,110 Bytes
- 293 Pages / 433.701 x 612.283 pts Page_size
- 29 Downloads / 161 Views
T E A C H E R Q U A L I T Y, PROFESSIONAL LEARNING AND POLICY CHRISTINE FORDE A N D M A R G E RY M C M A H O N
Teacher Quality, Professional Learning and Policy
Christine Forde · Margery McMahon
Teacher Quality, Professional Learning and Policy Recognising, Rewarding and Developing Teacher Expertise
Christine Forde School of Education University of Glasgow Glasgow, UK
Margery McMahon School of Education University of Glasgow Glasgow, UK
ISBN 978-1-137-53653-2 ISBN 978-1-137-53654-9 (eBook) https://doi.org/10.1057/978-1-137-53654-9 Library of Congress Control Number: 2019931937 © The Editor(s) (if applicable) and The Author(s) 2019 The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover image: © Andrea Reiman/Unsplash This Palgrave Macmillan imprint is published by the registered company Springer Nature Limited The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United Kingdom
Preface and Acknowledgements
This book draws together several strands of research and development undertaken over a number of years, particularly the Accomplished Teachers and Teaching Project funded by the Scottish Government and the General Teaching Council Scotland (GTCS). This project grew out of two areas of research interest which coincided around a common question about teacher expertise in pedagogy: firstly, the chartered teacher programme in Scotland (McMahon et al. 2007; Reeves et al. 2010) and secondly, teacher leadership (Forde 2011; McMahon 2011; Forde and McMahon 2014). The research itself began with symposia on the chartered teacher at ECER 2008, Gothenburg and ECER 2009, Vienna led by Margery McMahon, who brought together academics, local authority officers, policy makers, teachers and trade union representatives, to explore the issues related to chartered teacher and oth
Data Loading...
