Teacher Induction: Does Scotland's Approach Stand Comparison?

Abstract

The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and Education Authorities. The approach adopted by the Evidence for Policy and Practice Information and Co-ordinating Centre review of the international literature since 1998 on teacher induction offers a lens through which to review developments in Scotland. Hastily implemented but generally regarded to be a success by the General Teaching Council for Scotland and the Scottish government, how do the Scottish developments measure up?

Continuing professional development for Scottish teachers: tensions in policy and practice

“…Teacher induction has also been the subject of recent research (Rippon and Martin 2003, Draper and O'Brien 2006, O'Brien 2009). McNally (2002, the national development officer, describes the control of the outcome of the Standard for Full Registration, stating that the project itself was driven by an official imperative to replicate as far as possible the initial teacher education benchmarking standard (QAAHE 2000) and no alternative to a competence-based view of professional practice would be countenanced.…”