Teacher Quality, Professional Learning and Policy

1. Front Matter

   Pages i-xiii

   PDF

2. The Question of Teacher Quality

   • Christine Forde, Margery McMahon

   Pages 1-30

3. Issues of Teacher Expertise and Teacher Quality

   • Christine Forde, Margery McMahon

   Pages 31-54

4. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise

   • Christine Forde, Margery McMahon

   Pages 55-81

5. Teachers’ Careers, Work Life and Expertise

   • Christine Forde, Margery McMahon

   Pages 83-110

6. Teacher Quality and Evaluation and the Development of Accomplished Practice

   • Christine Forde, Margery McMahon

   Pages 111-138

7. Teacher Professional Learning: Building Expertise Over a Teaching Career

   • Christine Forde, Margery McMahon

   Pages 139-166

8. Recognising and Rewarding Teacher Expertise and Accomplished Practice

   • Christine Forde, Margery McMahon

   Pages 167-191

9. Career-Long Professional Learning, Professionalism and Expertise

   • Christine Forde, Margery McMahon

   Pages 193-220

10. Developing and Sustaining Teacher Expertise

    • Christine Forde, Margery McMahon

    Pages 221-245

11. Back Matter

    Pages 247-285

    PDF

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. 

• professional learning
• teacher education
• professional standards
• teacher quality
• teacher professionalism
• learning and instruction

“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)

• School of Education, University of Glasgow, Glasgow, UK

  Christine Forde, Margery McMahon

​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. 

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