The Coherent System and the Empowered Individual: Continuing professional development for teachers in Scotland

Abstract

SUMMARY In Scotland today, it has been recognised that the continuing professional development (CPD) of teachers is as important as initial teacher education. Consequently, new proposals call for a systematic framework approach to CPD. This paper provides a short summary of the forms of CPD in Scotland from 1970 to 2000, which indicate considerable variety and diversity in provision. It is this variety and diversity that has led to the call for a more coherent framework to be put in place. Decisions regarding the nature and composition of any framework for CPD are dependent on what one understands professional development to be and its underlying purpose. The rationale for CPD and the different perspectives that may be held by teachers, school managers, local education authority personnel and policy-makers are discussed. It is argued that a greater understanding of the characteristics of CPD is necessary and it is suggested that the ideal scenario is one that accommodates the needs of individual teachers and schools as well as local authority and national priorities. The paper emphasises that the nature and method of CPD should be decided in partnership between all the agents concerned and that it should leave the teacher feeling empowered by the process.