First Impressions: the new teacher induction arrangements in Scotland

Models of Continuing Professional Development: a framework for analysis

“…Arguably, standards also provide a common language, making it easier for teachers to engage in dialogue about their professional practice. However, Draper et al (2004) There is clearly capacity for standards to be used to scaffold professional development and to provide a common language, thereby enabling greater dialogue between teachers, but these advantages must be tempered by acknowledgement of the potential for standards to narrow conceptions of teaching, or indeed to render it unnecessary for teachers to consider alternative conceptions outwith those promoted by the standards.…”

Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans

“…Usta and Korkmaz's (2010) study show that preservice teachers need to be provided instruction on integrating technology into their classrooms. On this point, Draper, O'Brien, and Christie (2004) and Orungbemi (2009) have also stressed the importance of teacher education and its role in preparing future teachers to tackle problems in the classroom. Similarly, there are more studies which investigate the technology integration skills of preservice teachers by highlighting the importance of providing experiences that positively affect their future technology integration decisions (Ertmer et al, 2001;Bhattacherjee & Premkumar, 2004).…”

The Induction of Beginning Teachers in Scotland and Hong Kong: Getting it Right?

“…Enhancing the informal system resulted in some progress but several problems remained (Draper et al, 1997). The new scheme brought resources and although there remained variations in teachers' experiences, initial employment problems were, albeit temporarily, solved and support was more in evidence (Draper et al, 2004).…”

“…Teacher induction in Scotland takes as its objective that teachers will meet a prescribed standard (Christie et al, 2003;Draper et al, 2004) whereas in Hong Kong the focus is on raising standards to support on-going change (Forrester & Draper, 2005). Bringing together the findings of two studies which yielded both quantitative and qualitative data findings provides an opportunity to compare the nature of induction and teacher preparation and enables us to critically examine an emergent conceptual model of this process.…”

“…The findings brought together here derive from two separate projects conducted during the same academic year in Scotland (details in Christie et al, 2003;Draper et al, 2004) and in Hong Kong (details in Forrester & Draper, 2005). The methods used in the projects were as follows.…”