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Publication - Research and analysis

Literature Review on Teacher Education in the 21st Century

Published: 1 Oct 2010

The overall aim of this literature review is to understand the contribution that teacher education can make to the quality and effectiveness of the educational experience and wider personal development of young people, drawing on effective practice in Scotland and elsewhere.

104 page PDF

943.7 kB

104 page PDF

943.7 kB

Literature Review on Teacher Education in the 21st Century

104 page PDF

943.7 kB



2 See:

3 In Europe concepts of 'didactics' and 'educational sciences' are also important.

4 The NCSL has now changed its name to The National College for Leadership of Schools and Children's Services.

5 The OECD study (2005) Teachers Matter: Attracting, Developing and Retaining Effective Teachers reported that two-thirds of the 25 participating countries offered alternative routes/certification programmes.

6 These documents can be accessed through

7 This literature appears to be quite widely used in ITE in Scotland.

8 See also Pedder, 2007.

9 See Section 6 below.

10 See

11 In Scotland the Schools of Ambition scheme is an example of a broadly similar approach, with each school determining its own priorities (

12 See

13 Performance profiles are available from:

14 For Self Evaluation Document Guidance ( TDA, 2009) see:

15 The TDANQT survey is available from:

16 The TDANQT survey is available from:

17 Egan and Simmond's (2002) review of CPD in Wales looked at practices in engineering, health, law and medicine.

18 Examples include Chartered Teachers, Schools of Ambition, FLaT projects and the GTCS teacher research scheme. AERS has engaged with practitioner action research, LTS has conducted pilot projects with LAs involving action research and some LAs have set up action research groups.

19The government commissioned Independent Review of the Primary Curriculum (, the House of Commons Children, Schools and Families Committee National Curriculum review, and the Cambridge Primary Review located at the University of Cambridge (