UWS Government Publications Blog

This report was published in January 2011.

“Over the last 50 years, school education has become one of the most important policy areas for governments across the world. Human capital in the form of a highly educated population is now accepted as a key determinant of economic success. This has led countries to search for interventions which will lead to continuous improvement and to instigate major programmes of transformational change. Evidence of relative performance internationally has become a key driver of policy. That evidence suggests, perhaps unsurprisingly, that the foundations of successful education lie in the quality of teachers and their leadership. High quality people achieve high quality outcomes for children.”

“The findings of the Review point to a number of important developments.

• Reinvigoration of professionalism, and a reconceptualisation of teacher education to reflect this.
• More rigorous selection of students applying to enter teacher education allied to more relevant courses, more efficient use of time and more consistent assessment of students’ progress.
• A coherent approach to teacher education which is underpinned by a framework of standards which signpost the ways in which professional capacity should grow progressively across a career.
• Development of leadership qualities from the start of a career.
• A new concept of partnership among universities, local authorities, schools, national agencies and other services which embraces selection, course content and assessment, which sets practical experience in a much more reflective and inquiring culture and which makes optimum use of ICT for professional learning.
• Much more efficient use of existing contracts and structures.
• A culture within which policy, practice, theory and accountability are better aligned to serve the needs of learners.
• A national and local infrastructure which sets, promotes and evaluates teacher education in ways which relate both current practice and innovation to their beneficial impact on learning.”

These research findings were published in October 2010.

“A team from the University of Glasgow was commissioned by the Scottish Government to undertake a literature review on teacher education. The literature review forms part of a larger programme of work contributing to the Review of Teacher Education in Scotland that commenced early in 2010 and is due to report by the end of the year. The Glasgow team adapted a ‘best evidence’ approach to identify relevant material from a wide range of sources internationally. The aim of the literature review was ‘to understand the contribution that teacher education can make to the quality and effectiveness of the educational experience and wider personal development of young people, drawing on effective practice in Scotland and elsewhere’.

Main Findings

• A number of positive features of teacher education in Scotland were identified including its strong intellectual and academic base, and the schemes for induction and for chartered teachers. A major area for potential improvement was in linking the elements of provision into a coherent and integrated whole, based on partnerships between the stakeholders.
• Four models of teacher professionalism were identified and linked to particular approaches to teacher education: the effective teacher; the reflective teacher; the enquiring teacher; and the transformative teacher. All of these have relevance in the context of A Teaching Profession for the 21st Century and Curriculum for Excellence.
• Few studies aim to establish causal links between curricular change, teacher education and improvements in educational standards. Research literature suggests that provision for professional learning across the career span is an important component in systems where educational outcomes have been improving. The research literature also highlights a lack of attention to the professional development needs of teacher educators and the contribution they can make to curriculum change.
• The research literature reviewed suggests there is value in systematic mentoring processes and differentiation of continuing professional development ( CPD) to address specific needs at different career stages and professional settings.
• The evidence on linkages between enhanced professionalism and pupil outcomes was found to be contradictory and somewhat inconclusive. Some of the research undertaken in relation to accomplished teachers who have advanced certification in the USA (National Board Certified Teachers) does suggest significant teacher learning, especially in terms of formative assessment, and some benefits in terms of improved pupil attainment. Research reviews internationally have identified methodological limitations and signal a need for more sophisticated approaches that are sensitive to the complexity of teaching and learning.
• The review highlighted a number of gaps in the research literature, both internationally and in Scotland. At present, there are very few examples of large-scale, sequential mixed-method designs relevant to the study of teacher education and teaching quality.
• Research-based evaluations of teacher education systems are limited; however, there are other avenues that could be explored such as inspection and self-evaluation.”

The full report is also available.