Teacher professional learning and Professional Update in Scotland

References

• Adams, P. 2006. “Exploring Social Constructivism: Theories and Practicalities.” Education 34 (3): 243–257. doi:10.1080/03004270600898893.
   Google Scholar
• Alexander, R. 2010. Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. Oxon, England: Routledge.
   Google Scholar
• Braun, V., and V. Clark. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Clarke, D., and H. Hollingsworth. 2002. “Elaborating a Model of Teacher Professional Growth.” Teaching and Teacher Education 18 (8): 947–967. doi: 10.1016/S0742-051X(02)00053-7
   Web of Science ®Google Scholar
• Coe, R., C. Aloisi, S. Higgins, and L. E. Major. 2014. What Makes Great Teaching. The Sutton Trust. Accessed 13th February 2015. http://www.suttontrust.com/researcharchive/great-teaching/.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. Oxford: Routledge.
   Google Scholar
• Coldwell, M., and T. Simkins. 2011. “Level Models of Continuing Professional Development Evaluation: A Grounded Review and Critique.” Professional Development in Education 37 (1): 143–157. doi: 10.1080/19415257.2010.495497
   Google Scholar
• Collin, S., T. Karsenti, and V. Komis. 2013. “Reflective Practice in Initial Teacher Training: Critiques and Perspectives in Reflective Practice.” International and Multidisciplinary Perspectives 14 (1): 104–117. doi: 10.1080/14623943.2012.732935
   Google Scholar
• Cordingley, P., M. Bell, B. Rundell, and D. Evans. 2005. The Impact of Collaborative CPD on Classroom Teaching and Learning. https://pdfs.semanticscholar.org/1f17/54a4c4eae0875ecbb089a9611957e07da537.pdf.
   Google Scholar
• Day, C., and J. Sachs. 2004. International Handbook on the Continuing Professional Development of Teachers. Maidenhead: Open University Press.
   Google Scholar
• Dessimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Education Researcher 38 (3). doi:10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Donaldson, G. 2011. Teaching Scotland’s Future – Report of a Review of Teacher Education in Scotland. http://www.scotland.gov.uk/Publications/2011/01/13092132/0.
   Google Scholar
• Earley, P., and V. Porritt. 2013. “Evaluating the Impact of Professional Development: The Need for a Student - Focused Approach.” Professional Development in Education 40 (1): 112–129. doi: 10.1080/19415257.2013.798741
   Google Scholar
• Education Council New Zealand. 2017. Code of Professional Responsibility and Standards for the Teaching Profession. Wellington, New Zealand.
   Google Scholar
• Eraut, M. 1994. Developing Professional Knowledge and Competence. Bristol: The Falmer Press.
   Google Scholar
• Forde, C., M. A. McMahon, G. Hamilton, and R. Murray. 2016. “Rethinking Professional Standards to Promote Professional Learning.” Professional Development in Education 42 (1): 19–35. doi: 10.1080/19415257.2014.999288
   Web of Science ®Google Scholar
• Gee, J. P. 2012. Social Linguistics and Literacies, Ideology in Discourses. London: Routledge.
   Google Scholar
• Grek, S., M. Lawn, B. Lingard, J. Ozga, R. Rinne, C. Segerholm, and H. Simola. 2009. “National Policy Brokering and the Construction of the European Education Space in England, Sweden, Finland and Scotland.” Comparative Education 45 (1): 5–21. doi: 10.1080/03050060802661378
   Web of Science ®Google Scholar
• GTCS. 2012a. Code of Professionalism and Conduct. http://www.gtcs.org.uk/web/FILES/teacher-regulation/copac-0412.pdf.
   Google Scholar
• GTCS. 2012b. Standard for Career Long Professional Learning. http://www.gtcs.org.uk/professional-standards/the-standards/standard-for-career-long-professional-learning.aspx.
   Google Scholar
• GTCS. 2014a. Professional Update Guidance Notes. http://www.gtcs.org.uk/professional-update/professional-learning/professional-learning-journey-using-evidence-of-impact.aspx.
   Google Scholar
• GTCS. 2014b. “Professional Update: What Does It Mean in Practice?” Teaching in Scotland. 57: 18–22. http://www.gtcs.org.uk/web/FILES/teaching-scotland/teaching-scotland-issue-57.pdf.
   Google Scholar
• GTCS. 2015. Professional Update Pilot Phase 2 Evaluation. http://www.gtcs.org.uk/web/FILES/professional-development/pupp2fe.pdf.
   Google Scholar
• GTCS. 2012c. The Standards for Registration: Mandatory Requirements for Registration with the General Teaching Council for Scotland. Edinburgh: GTCS. doi:10.3837/tiis.2014.10.016.
   Google Scholar
• Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching Theory and Practice 8 (3): 381–391. doi:10.1080/135406002100000512.
   Google Scholar
• Harland, J., and K. Kinder. 1997. “Teachers’ Continuing Professional Development: Framing a Model of Outcomes.” British Journal of In-Service Education 23 (1): 71–84. doi: 10.1080/13674589700200005
   Google Scholar
• Harré, R. 2004. Positioning Theory. www.massey.ac.nz/~alock/virtual/positioning.doc.
   Google Scholar
• Hatton, N., and D. Smith. 1995. “Reflection in Teacher Education: Toward Definition and Implementation.” Teaching and Teacher Education 11 (1): 33–49. doi: 10.1016/0742-051X(94)00012-U
   Web of Science ®Google Scholar
• Hepburn, H. 2015, June 19. “Tick-box approach threatens future of Professional Update.” Times Educational Supplement Scotland, p. 10.
   Google Scholar
• Humes, W. 2014. “Professional Update and Practitioner Enquiry: Old Wine in new Bottles?” Scottish Educational Review 48 (2): 54–72.
   Google Scholar
• King, F. 2014. “Evaluating the Impact of Teacher Professional Development: An Evidence Based Framework.” Professional Development in Education 40 (1): 89–11. doi: 10.1080/19415257.2013.823099
   Google Scholar
• Ledingham, D. 2013. “The Local Governance of Education.” In Scottish Education Referendum. 4th ed., edited by T. G. K. Bryce, W. Humes, D. Gillies, and A. Kennedy, 174–184. Edinburgh: Edinburgh University Press.
   Google Scholar
• Miles, M., and M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. London: Sage.
   Google Scholar
• OECD. 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. http://www.oecd.org/education/school/34990905.pdf.
   Google Scholar
• OECD. 2013. Teachers for the 21st Century. Using Evaluation to Improve Teaching. Paris: OECD.
   Google Scholar
• Opfer, V. D., and D. Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81 (3): 376–407. doi: 10.3102/0034654311413609
   Web of Science ®Google Scholar
• Pedder, D., A. Storey, and V. D. Opfer. 2008. Schools and Continuing Professional Development (CPD) in England-State of the Nation Research Project. Cambridge: TDA, Cambridge University, Open University. http://collectionsr.europarchive.org/tna/20090324114315/http://tda.gov.uk/upload/resources/pdf/s/stateofthenation_report.pdf.
   Google Scholar
• Postholm, M. B. 2012. “Teachers’ Professional Development. A Theoretical Review.” Educational Research 54 (4): 405–429. doi: 10.1080/00131881.2012.734725
   Web of Science ®Google Scholar
• Punch, K. 2014. Research Methods in Education. London: Sage.
   Google Scholar
• Rahman, A., G. Hoban, and W. Neilsen. 2014. “Transcending Teacher Professional Development: From Determinism to Complexity.” Presented at the Asian Conference on Education. Nagoya, Japan. http://ro.uow.edu.au/sspapers/1495/.
   Google Scholar
• Richards, L. 2009. Handling Qualitative Data. 2nd ed. London: Sage.
   Google Scholar
• Robson, C. 2002. Real World Research. 3rd ed. Oxford: Wiley.
   Google Scholar
• Schon, D. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
   Google Scholar
• Scottish Executive. 2001. A Teaching Profession for the 21st Century. http://www.gov.scot/Publications/2001/01/7959/File-1.
   Google Scholar
• Scottish Government. 2011. Continuing to Build Excellence in Teaching. The Scottish Government’s Response to Teaching Scotland’s Future. http://www.gov.scot/Resource/Doc/920/0114570.pdf.
   Google Scholar
• Scottish Government. 2017. Education Governance: Next Steps. Empowering our Teachers, Parents and Communities to Deliver Excellence and Equity for Our Children. http://www.gov.scot/Resource/0052/00521038.pdf.
   Google Scholar
• Scottish Government. 2019. 2019 National Improvement Framework and Improvement Plan. https://www.gov.scot/publications/2019-national-improvement-framework-improvement-plan/.
   Google Scholar
• Sheurich, J. J. 1995. “A Post-Modernist Critique of Research Interviewing.” Qualitative Studies in Education 8 (3): 239–252. doi: 10.1080/0951839950080303
   Google Scholar
• Silverman, D. 2006. Interpreting Qualitative Data. London: Sage.
   Google Scholar
• Sugrue, C. 2011. “Irish Teachers Experience of Professional Development: Performative or Transformative.” Professional Development in Teacher Education: European Perspectives 37 (5): 793–815. doi: 10.1080/19415257.2011.614821
   Google Scholar
• Teaching Council of Ireland. 2011. Draft Policy Paper on the Continuum of Teacher Education. Maynooth: The Teaching Council of Ireland.
   Google Scholar
• Teaching Council of Ireland. 2016. Cosán: Framework for Teachers’ Learning. Maynooth: The Teaching Council of Ireland.
   Google Scholar
• Timperley, H. 2008. “Teacher Professional Learning and Development.” Educational Practices 18: 1–31.
   Google Scholar
• Tuinamuana, K. 2011. “Teacher Professional Standards, Accountability and Ideology: Alternative Discourses.” Australian Journal of Teacher Education 36 (12): 72–82. doi: 10.14221/ajte.2011v36n12.8
   Google Scholar
• Watson, C., and A. Fox. 2015. “Professional re-Accreditation: Constructing Educational Policy for Career-Long Teacher Professional Learning.” Journal of Education Policy 30 (1): 132–144. doi: 10.1080/02680939.2014.907446
   Web of Science ®Google Scholar