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Priorities for Teacher Education in Scotland

The Role of a Professional Regulatory Body in Achieving the Priorities of Teacher Education TEAN Conference May 2014 Tom Hamilton Director of Education and Professional Learning. Priorities for Teacher Education in Scotland. Teaching Scotland’s Future (2011) (Donaldson Report)

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Priorities for Teacher Education in Scotland

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  1. The Role of a Professional Regulatory Body in Achieving the Priorities of Teacher Education TEAN Conference May 2014Tom HamiltonDirector of Education and Professional Learning

  2. Priorities for Teacher Education in Scotland • Teaching Scotland’s Future (2011) (Donaldson Report) • The Standards: • The Standards for Registration (Provisional, Full) • The Standard for Career-Long Professional Learning • The Standards for Leadership and Management (Middle Leadership, Headship)

  3. Professional Skills and Abilities Professional Knowledge and Understanding Professional Values and Personal Commitment Aspects of Professional Development

  4. GTCS Model of the Teacher Initial teacher education (ITE) should prepare new teachers who: • have professional values, • are reflective and innovative, • are experts in pedagogy, • are agents of change rather than recipients of it, • are autonomous while recognising their place within systems, • have commitment, resilience and high levels of self-efficacy, • have appropriate subject content and pedagogic content knowledge, • are accountable and consider the impact of their teaching on pupils and learners, • know about research and scholarship and where appropriate actively practise research, • are committed to their own ongoing professional development, • are aware of education’s links to other fields, • are committed to working with other professionals within and beyond education. 

  5. What is Teacher Education? • Continuum of teacher education: • Initial Teacher Education – university/LA/school partnership • Teacher Induction Scheme (TIS) • Career-long professional learning (C-LPL) • Leadership and Management • Individual/school/national priorities • Forms of C-LPL: • Individual training/learning/scholarship • Practitioner enquiry • Learning communities • Lesson study • Courses • Masters level study

  6. Providers of Teacher Education? • Universities • Local Authorities • Schools • Unions • Subject groups • Teachers • Private providers: NGOs/Charities/Interest groups/ Business/Industry

  7. GTCS Role • Legislation • Registration • Regulation: conduct and competence • ITE: Determination of Teaching Qualifications, Guidelines, Entry Memo, Accreditation • Standards • Professional Recognition • Professional Update (PU) • Public Interest

  8. GTCS and Research • GTCS research: • TIS • PU • Commissioned research: • Partnership • Joint research: • Accomplished teaching • Teacher Researcher Programme • Papers and conferences

  9. International Interest Albania, Armenia, Austria, Australia, Barbados, Botswana, Canada, Chile, China, Croatia, Cyprus, Czech Republic, Denmark, Egypt, Finland, Germany, Greece, Iceland, Ireland, Jamaica, Japan, Kenya, Kosovo, Lebanon, Lithuania, Montenegro, Netherlands, New Zealand, Norway, Poland, Portugal, Singapore, South Africa, Spain, Sweden, Taiwan, Thailand, UK (other parts), USA, Yemen European study visits: Feb 2007, Feb 2009, Feb 2012, Feb 2014 OECD visit March 2007

  10. Other Teaching Councils • Australian states • New Zealand • South Africa • Canadian provinces • Wales • Northern Ireland • Ireland But... Wales, NZ, British Columbia, England

  11. Conclusion • Trust • Public interest • Involvement of stakeholders • Consultation • Communication

  12. Contact Web: www.gtcs.org.uk e-mail: gtcs@gtcs.org.uk #gtcsPU #gtcsPL

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