Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/20456
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Professional re-accreditation: constructing educational policy for career-long teacher professional learning
Authors: Watson, Cate
Fox, Alison
Contact Email: cate.watson@stir.ac.uk
Keywords: appraisal
career-long professional learning
coaching
competence standards
professional registration
professional review and development
professional update
re-accreditation
self-evaluation
teacher subjectivities
Issue Date: 2015
Publisher: Taylor and Francis
Citation: Watson C & Fox A (2015) Professional re-accreditation: constructing educational policy for career-long teacher professional learning, Journal of Education Policy, 30 (1), pp. 132-144.
Abstract: Competence as a measure of ‘fitness to practice' and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.). This shift towards the requirement to actively maintain registration is becoming increasingly common in the teaching profession in many countries too. This paper presents an examination of the enactment of this global policy trend towards teacher re-accreditation at a national level. Here, we analyse the policy discourse and rhetoric around the introduction of professional re-accreditation of teachers in Scotland, where it is referred to as ‘Professional Update', and track this through to the preparation of those carrying out interviews for re-accreditation in one of the three local authorities involved in piloting the initiative. In doing this we aim to show the ways in which policy serves to construct teacher subjectivities though processes of appraisal and how policy actors positions themselves and are positioned within these policy-making processes.
Type: Journal Article
URI: http://hdl.handle.net/1893/20456
DOI Link: http://dx.doi.org/10.1080/02680939.2014.907446
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Professional Education
Initial Teacher Education

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