Teaching Scotland’s Future – Report of a review of teacher education in Scotland

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.”
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