What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom

What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom

Moira Hulme
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch100
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MLA

Hulme, Moira. "What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 2100-2119. https://doi.org/10.4018/978-1-5225-5631-2.ch100

APA

Hulme, M. (2018). What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 2100-2119). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch100

Chicago

Hulme, Moira. "What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 2100-2119. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch100

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Abstract

The professional development of teachers has attracted much critical attention in each of the four nations of the United Kingdom since 2010. This chapter offers a ‘home international' comparison of policies to support the initial qualification and continuing education of teachers in the period following political devolution. A rationale is offered for cross-national comparison in this small and closely linked system. A comparison is offered of routes into teaching and the teachers' Standards in order to explicate divergent models of professionalism. By comparing policies across the Anglo-Celtic isles debate on the distinctive contribution of higher education to professional learning is enabled. Tensions are acknowledged within a policy ensemble that seeks to promote research excellence and teacher development.

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