At the time of writing, the Donaldson Review of Teacher Education in Scotland is being undertaken for the Scottish Government, covering the continuum from intial Teacher Education (ITE) through Induction onto Continuing Professional Development (CPD). This paper focuses on ITE, but considers some possible implications for CPD. The paper argues the current Review must take a broader and deeper approach than recent national reviews of ITE, avoiding recommendations which narrow long-term possibilities. The future development of ITE should be based upon a fuller partnership between universities and the teaching profession than currently exists, with a collaborative ’inquiry as stance’ approach to the knowledge-practice relationship within teacher learning, and with collaborative models of ITE partnership replacing outdated duplication models. The paper considers issues to be addressed, including within universities, if such partnership is to be developed. The potential for creative innovation within this partnership is illustrated through the importance of breadth in any new framework of ITE qualifications as these relate to professional development. Challenges are highlighted in achieving support for innovation from other stakeholders involved in the governance of Scottish ITE. However, the paper concludes that stimulating possibilities may follow for CPD, as well as ITE, if the type of ITE envisaged creates the basis for a truly activist teaching profession.
|Pages (from-to)||33 - 56|
|Number of pages||23|
|Journal||Scottish Educational Review|
|Publication status||Published - 2010|