Factors restricting the early professional learning of secondary teachers in Scotland and how these might be tackled

Ashley Reid (Corresponding Author), Alexander Douglas Weir

Research output: Contribution to journalArticlepeer-review

Abstract

The initial teacher education (ITE) process for those who wish to become secondary teachers in Scotland has been remarkably static over the past two decades. By examining a variety of sources and particularly a recent study of some of those who are becoming Geography teachers, it is suggested that custom and pragmatism combine to sustain the one-year consecutive entry route (Professional Graduate Diploma in Education [PGDE]) as the dominant form of ITE for secondary teachers. Three key areas relating to the PGDE(Secondary) route are explored: the dominance of the one-year course; how fit for purpose the course is within the continuum of early professional learning; and the opinions of stakeholders. The source material is also critically interrogated to explore what might be a better preparation of secondary teachers and what roles ought to be played by the Teacher Education Institutions (TEIs) in that preparation.
Original languageEnglish
Pages (from-to)90-101
Number of pages12
JournalScottish Educational Review
Volume40
Issue number2
Publication statusPublished - Sep 2008

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