Welcome to the InfoSci Platform
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
Copyright: © 2018 |Pages: 20
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch100
Cite Chapter Cite Chapter

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

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.