Chartered Teacher: accrediting professionalism for Scotland's teachers—a view from the inside

‘Challenge’, ‘freedom’, ‘change’: an emerging language of activism from Chartered Teachers?

“…We were not surprised that the first three main themes materialised, given the findings of fellow providers' research into Chartered Teacher study (see Connelly & McMahon, 2007;Reeves, 2007). These studies, however, differed from ours in that they considered the views of teachers who had completed either the whole Master's programme (Reeves, 2007) or at least two modules (Connelly & McMahon, 2007).…”

“…These studies, however, differed from ours in that they considered the views of teachers who had completed either the whole Master's programme (Reeves, 2007) or at least two modules (Connelly & McMahon, 2007). This study concentrates on the teachers' views of any impact resulting from studying only on Module One.…”

The Chartered Teacher scheme in Scotland: a survey of the views of teachers

“…Christie and Kirkwood (2006) felt that early module evaluations were very positive but that it was still too early to judge their success. Connolly and McMahon (2007) also noted a positive impact, particularly upon the personal/professional development of teachers on the programme route. There is also strong anecdotal evidence that qualified Chartered Teachers are moving into more formal posts related to CPD either permanently or on secondment.…”

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

“…This does not augur well for continuity and the continuing early professional development of teachers deemed so important internationally. The Chartered Teacher project (Kirk et al 2003, Connelly and McMahon 2007, McMahon and Reeves n.d., Williamson and Robinson 2009) involved substantial consultation located in a dialogue about professional actions, values and commitment that confirmed the importance of these concepts. The resulting Standard led Reeves to conclude:…”