Chartered teacher: accrediting professionalism for Scotland's teachers - a view from the inside

Graham Connelly, Margery McMahon

    Research output: Contribution to journalArticle

    19 Citations (Scopus)

    Abstract

    This paper is based on a survey of teachers following the Chartered Teacher programme in two Scottish universities. The aim of the study was to gain a better understanding of the teachers' reasons for joining the programme, their impressions of the impact on themselves and their professional contexts, and their views about the role of a chartered teacher. The paper outlines the origins of Chartered Teacher, within a broader context of continuing professional development for experienced teachers and the formal recognition of excellence in the classroom. The demographic nature of the sample is consistent with enrolment in the programme across Scotland, except in age, with our respondents being somewhat older. The perceptions of the teachers are presented as coded responses to five questions. The study found that teachers could articulate ways in which they were benefiting professionally, and how learning and teaching in their classrooms was developing, but there was weak evidence of perceived benefits for schools in a wider sense.
    LanguageEnglish
    Pages91-105
    Number of pages14
    JournalJournal of In-Service Education
    Volume33
    Issue number1
    DOIs
    Publication statusPublished - Mar 2007

    Fingerprint

    teacher
    classroom
    professionalism
    university
    Teaching
    school
    learning
    evidence

    Keywords

    • chartered teacher
    • advanced teaching skills
    • cpd
    • scotland

    Cite this

    @article{3d2fefc867444db3a32f30031e4ba713,
    title = "Chartered teacher: accrediting professionalism for Scotland's teachers - a view from the inside",
    abstract = "This paper is based on a survey of teachers following the Chartered Teacher programme in two Scottish universities. The aim of the study was to gain a better understanding of the teachers' reasons for joining the programme, their impressions of the impact on themselves and their professional contexts, and their views about the role of a chartered teacher. The paper outlines the origins of Chartered Teacher, within a broader context of continuing professional development for experienced teachers and the formal recognition of excellence in the classroom. The demographic nature of the sample is consistent with enrolment in the programme across Scotland, except in age, with our respondents being somewhat older. The perceptions of the teachers are presented as coded responses to five questions. The study found that teachers could articulate ways in which they were benefiting professionally, and how learning and teaching in their classrooms was developing, but there was weak evidence of perceived benefits for schools in a wider sense.",
    keywords = "chartered teacher, advanced teaching skills, cpd, scotland",
    author = "Graham Connelly and Margery McMahon",
    year = "2007",
    month = "3",
    doi = "10.1080/13674580601157752",
    language = "English",
    volume = "33",
    pages = "91--105",
    journal = "Journal of In-Service Education",
    issn = "1367-4587",
    publisher = "Triangle Journals Ltd.",
    number = "1",

    }

    Chartered teacher: accrediting professionalism for Scotland's teachers - a view from the inside. / Connelly, Graham; McMahon, Margery.

    In: Journal of In-Service Education, Vol. 33, No. 1, 03.2007, p. 91-105.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Chartered teacher: accrediting professionalism for Scotland's teachers - a view from the inside

    AU - Connelly, Graham

    AU - McMahon, Margery

    PY - 2007/3

    Y1 - 2007/3

    N2 - This paper is based on a survey of teachers following the Chartered Teacher programme in two Scottish universities. The aim of the study was to gain a better understanding of the teachers' reasons for joining the programme, their impressions of the impact on themselves and their professional contexts, and their views about the role of a chartered teacher. The paper outlines the origins of Chartered Teacher, within a broader context of continuing professional development for experienced teachers and the formal recognition of excellence in the classroom. The demographic nature of the sample is consistent with enrolment in the programme across Scotland, except in age, with our respondents being somewhat older. The perceptions of the teachers are presented as coded responses to five questions. The study found that teachers could articulate ways in which they were benefiting professionally, and how learning and teaching in their classrooms was developing, but there was weak evidence of perceived benefits for schools in a wider sense.

    AB - This paper is based on a survey of teachers following the Chartered Teacher programme in two Scottish universities. The aim of the study was to gain a better understanding of the teachers' reasons for joining the programme, their impressions of the impact on themselves and their professional contexts, and their views about the role of a chartered teacher. The paper outlines the origins of Chartered Teacher, within a broader context of continuing professional development for experienced teachers and the formal recognition of excellence in the classroom. The demographic nature of the sample is consistent with enrolment in the programme across Scotland, except in age, with our respondents being somewhat older. The perceptions of the teachers are presented as coded responses to five questions. The study found that teachers could articulate ways in which they were benefiting professionally, and how learning and teaching in their classrooms was developing, but there was weak evidence of perceived benefits for schools in a wider sense.

    KW - chartered teacher

    KW - advanced teaching skills

    KW - cpd

    KW - scotland

    UR - http://dx.doi.org/10.1080/13674580601157752

    UR - http://www.tandf.co.uk/journals/titles/13674587.asp

    U2 - 10.1080/13674580601157752

    DO - 10.1080/13674580601157752

    M3 - Article

    VL - 33

    SP - 91

    EP - 105

    JO - Journal of In-Service Education

    T2 - Journal of In-Service Education

    JF - Journal of In-Service Education

    SN - 1367-4587

    IS - 1

    ER -