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© 2019

Teacher Quality, Professional Learning and Policy

Recognising, Rewarding and Developing Teacher Expertise

Benefits

  • Examines the significance of teacher expertise in the drive to improve quality and effectiveness

  • Analyses policy changes and teacher evaluation to judge how these aspects can influence the skills and expertise of individual teachers

  • Calls for an alternative approach in the judgement of teacher effectiveness

Book

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Christine Forde, Margery McMahon
    Pages 1-30
  3. Christine Forde, Margery McMahon
    Pages 31-54
  4. Christine Forde, Margery McMahon
    Pages 83-110
  5. Christine Forde, Margery McMahon
    Pages 139-166
  6. Christine Forde, Margery McMahon
    Pages 167-191
  7. Christine Forde, Margery McMahon
    Pages 193-220
  8. Christine Forde, Margery McMahon
    Pages 221-245
  9. Back Matter
    Pages 247-285

About this book

Introduction

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers. 

Keywords

professional learning teacher education professional standards teacher quality teacher professionalism

Authors and affiliations

  1. 1.School of EducationUniversity of GlasgowGlasgowUK
  2. 2.School of EducationUniversity of GlasgowGlasgowUK

About the authors

Christine Forde is Emeritus Professor at the University of Glasgow, UK. Her research interests centre around leadership and teaching development, as well as professional learning and equality in education.

Margery McMahon is Professor of Educational Leadership at the University of Glasgow, UK. Her research interests focus on leadership development and career-long professional learning, and she has published widely on these topics. 

Bibliographic information

Reviews

“I highly recommend this reading, particularly to those whose responsibilities include training, evaluating, and guiding professional development for teachers at their institution. The book provides several insights into the fundamental principles behind these important aspects of teaching.” (Mayumi Asaba, JALT Journal, Vol. 42 (1), May, 2020)