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Journal of In-Service Education Volume 33, 2007 - Issue 1
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Original Articles

Chartered Teacher: accrediting professionalism for Scotland's teachers—a view from the inside

Graham Connelly University of Strathclyde, UKCorrespondence[email protected]
&
Margery McMahon University of Glasgow, UK
Pages 91-105 | Published online: 04 Feb 2007

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Marte Lorentzen. (2020) Teacher Specialists and the Boundaries They Encounter: Towards a Nuanced Understanding of Teachers’ Perspectives of Specialised Teacher Roles. Scandinavian Journal of Educational Research 64:5, pages 677-691.
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Margery McMahon, Christine Forde & Beth Dickson. (2015) Reshaping teacher education through the professional continuum. Educational Review 67:2, pages 158-178.
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Raymond Lynch, Jennifer Hennessy & Jim Gleeson. (2013) Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative. Irish Educational Studies 32:4, pages 493-510.
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Jim O’Brien. (2011) Continuing professional development for Scottish teachers: tensions in policy and practice. Professional Development in Education 37:5, pages 777-792.
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Ann MacDonald Grieve & Brian Peter McGinley. (2010) Enhancing professionalism? Teachers’ voices on continuing professional development in Scotland. Teaching Education 21:2, pages 171-184.
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Donald Christie & Ian Menter. (2009) Research capacity building in teacher education: Scottish collaborative approaches. Journal of Education for Teaching 35:4, pages 337-354.
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Lawrence Ingvarson. (2009) Developing and rewarding excellent teachers: the Scottish Chartered Teacher Scheme. Professional Development in Education 35:3, pages 451-468.
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Joseph McGeer. (2009) The Chartered Teacher scheme in Scotland: a survey of the views of teachers. Professional Development in Education 35:1, pages 5-22.
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Zoè Williamson & Gillian Robinson. (2009) ‘Challenge’, ‘freedom’, ‘change’: an emerging language of activism from Chartered Teachers?. Professional Development in Education 35:1, pages 43-61.
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Ian Menter & Moira Hulme. (2008) Is small beautiful? Policy‐making in teacher education in Scotland. Teachers and Teaching 14:4, pages 319-330.
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Articles from other publishers (6)

Carmel PattersonCarmel Patterson. 2019. Enacted Personal Professional Learning. Enacted Personal Professional Learning 11 30 .
Tengku Faekah Tengku Ariffin, Tony Bush & Hasniza Nordin. (2018) Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia. Teaching and Teacher Education 73, pages 14-23.
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Tae-Hee Choi. (2017) Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme. International Journal of Comparative Education and Development 19:4, pages 207-218.
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Sarah Maslen & Jan Hayes. (2014) Experts under the microscope: the Wivenhoe Dam case. Environment Systems and Decisions 34:2, pages 183-193.
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Margery McMahon. 2011. International Handbook of Leadership for Learning. International Handbook of Leadership for Learning 779 794 .
Lawrence Ingvarson. (2010) Recognising Accomplished Teachers in Australia: Where have We been? Where are We Heading?. Australian Journal of Education 54:1, pages 46-71.
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