Aberdeen Provincial Committee

, 14–15

Absorption into universities

, 56

Academic discipline

, 1–3

Academic study

, 85–87

with practical experience

, 84–85

Active learning

, 53

Allocation of induction year teachers to schools

, 156–158

Alternative Route to Registration (see Flexible Route to Registration)

Association of Directors of Education in Scotland (ADES)

, 71, 131

Bachelor in Education Degree

, 83–84

Bachelor of Arts (BA)

, 79–80, 84–85

Bachelor of Education (BEd)

, 22–25, 40

Bachelor of Law (BL)

, 19

Bachelor of Medicine (MB)

, 19

Bachelor’s degree in Education in Scotland

, 79, 81–82

balancing intellectual rigour and academic study with practical experience

, 84–85

context of policy discourse, policy text and policy practice

, 80–81

earlier policy influences

, 81–83

intellectual rigour and academic study

, 85–87

partnership working and practical experience

, 87–88

post Donaldson reforms

, 88–90

social policy influences

, 83–84

Bilingual instruction

, 196

Blade runner future

, 206–207

British Association of TESOL Qualifying Institutions (BATQI)

, 192

British Sign Language National Plan (BSL National Plan)

, 88–89

Career pathways report

, 142

Career-Long Professional Learning (CLPL)

, 70–71

Cascading of guidance

, 69–70

Catholic community

, 166–167

in Liverpool

, 169

Catholic Poor Schools Committee

, 168

Catholic schools

, 166–167

Catholic teacher preparation

merger between Craiglockhart College and Notre Dame College

, 172–173

merger between St Andrew’s College and University of Glasgow

, 173–174

Catholic teacher training in Scotland

, 166–167

early forms

, 167–168

Education (Scotland) Act (1872)

, 168–169

Education (Scotland) Act (1918)

, 170

Notre Dame College, Dowanhill

, 169–170

St Margaret’s College Craiglockhart

, 170

training of Male Catholic Teachers

, 170–171

CELTA

, 191–193, 195–196

Central Executive Committee (CEC)

, 17–18

CertTESOL

, 192, 195–196

Chairs of education

, 34–35

Children and Young People (Scotland) Act, The (2014)

, 67

Clinical practice

, 5–6

Clinical preparation

, 5–6

Colleges and universities

, 33–35, 40–43, 45–46

Commercialisation of ELT Teacher Education

, 191–192

Committee of Principals (CP)

, 39

Communication and support

, 116

Communicative Language Teaching

, 191

Community Schools

, 202–203

Concurrency

, 85–86

Consultative Committee on the Curriculum

, 39

Contemporary Scottish culture

, 206

Continuous Professional Development (CPD)

, 51

Continuous professional development and GTCS standards

, 57

Council for National Academic Awards (CNAA)

, 40, 194–195

Craiglockhart College

, 172–173

Creativity

, 137

Credits in courses

, 143–144

Criminal Justice (Scotland) Act

, 41–42

Critical understanding

, 137

Curriculum for Excellence (CfE)

, 2–5, 49–50, 52–53

active learning and interdisciplinary learning

, 53

and initial teacher education

, 52–53

interdisciplinary learning

, 54

Senior Phase

, 54–55

DELTA

, 191–192, 195–196

Distance Learning Initial Teacher Education (DLITE)

, 128–129

Donaldson Report

, 2–3, 5, 64, 68, 69–70, 159

Donaldson Review

, 68, 115

Dual economy

, 56

Edinburgh Bachelor of Education (BEd)

, 21

Education (Scotland) Act (1872)

, 34–35, 165–166, 168–169, 179, 182–183

Education (Scotland) Act (1918)

, 35, 170, 179, 182–183

Education Scotland

, 71

Educational Institute of Scotland (EIS)

, 10, 18–19

ELT Teacher Education (see also English Language Teaching (ELT))

commercialisation of

, 191–192

sources

, 195–197

in universities

, 193–195

English as a Foreign Language (EFL)

, 188

English as an Additional Language (EAL)

, 188

English as Second Language (ESL)

, 188

English for Speakers of Other Languages (ESOL)

, 188

English Language Teaching (ELT) (see also ELT Teacher Education)

, 187–188

foundations

, 188–191

terminology

, 188

Enhanced professionalism

, 69

Episcopal Church

, 179, 180, 182–183

Episcopal Schools

decline

, 183

development of

, 181

Episcopal Teacher Training College in Scotland

, 179

Education (Scotland) Acts (1872)

, 182–183

Education (Scotland) Acts (1918)

, 182–183

models of Episcopal Schooling

, 180–181

Episcopal Training Institution

, 181–182

decline

, 183

Episcopalians

, 180, 182–183

Expansion

, 38–39

Extended professionalism

, 69

Faculty of Education

, 174

Field experience

, 5–6

Flexible Route to Registration

, 152–153, 156

Full masters

, 145–146

Gaelic-medium education (GME)

, 196, 197

General Teaching Council for Scotland (GTCS)

, 3, 5, 50–52, 71, 79–82, 101, 114, 126–127, 153

continuous professional development and GTCS standards

, 57

Getting It Right For Every Child (GIRFEC)

, 89–90

Glasgow School of Education

, 173–174

Governance of teacher education

, 14–18

Her Majesty’s Inspectors (HMI)

, 19

Higher Education Institutions (HEIs)

, 49–50, 57–58, 72

Highland Council

, 129

HMIE

, 51–52

Initial Teacher Education (ITE)

, 49–52, 70–71, 79–80, 83, 111–112, 137, 139, 187–188, 201–202, 205

curriculum for excellence and

, 52–53

futures

, 204–205

two-stage review of

, 51–52

Innovation in teacher education

, 57–58

Institutional context of teacher education

, 42–43

Integrated Masters

, 144–145

Intellectual rigour

, 85–87

with practical experience

, 84–85

Interdisciplinary learning

, 54

active learning and

, 53

Labour–Liberal Democrat coalition (LibDem coalition)

, 50

Leadership

, 70–71

Master of Arts (MA)

, 79–80, 84–85

Masters framework review

, 143

Masters profession

, 137

Masters-level ITE

, 137–138

career pathways report

, 142

credits in courses

, 143–144

debating

, 139–141

full masters

, 145–146

integrated masters

, 144–145

masters framework review

, 143

new and innovative ITE routes

, 141–142

in Scotland

, 141–143

Masters-level Learning

, 146–147

McCrone Agreement

, 49–51, 57, 153–154

McCrone Report

, 153–154

Measuring Quality in Initial Teacher Education project (MQuITE project)

, 3–5, 64, 73, 152

Mentoring and coaching skills

, 69–70

Mergers

, 43

between Craiglockhart College and Notre Dame College

, 172–173

between St Andrew’s College and University of Glasgow

, 173–174

Mission schools

, 179–182

National Committee for Training of Teachers (NCTT)

, 36

National Improvement Framework

, 67, 89–90

National Partnership Group

, 71, 84–85

Newly qualified teachers (NQTs)

, 102

Non-certificate

, 41

Notre Dame College

, 35, 165–170, 172–173

Online and Distance Learning (ODL)

, 125–126

development

, 127–130

geographic and policy context

, 126–127

new routes into teaching

, 130–131

Scottish model of

, 131–132

ONSIDE Mentoring

, 159–160

Ordinary degree

, 40

Partnership

, 64–66, 72–74

Induction Model

, 129

working

, 87–88

Pedagogies

, 53

Performance-based measures of teacher efficacy

, 66

PGDE primary

for Scotland

, 102

selection and recruitment to

, 99–105

PGDE secondary

for Scotland

, 103

selection and recruitment to

, 99–105

subjects

, 104

Policy discourse

, 80–81

Policy practice

, 80–81

Policy text

, 80–81

Post Donaldson reforms

, 88–90

Postgraduate Certificate in Education (PGCE)

, 96, 139

Practical experience

, 87–88

balancing intellectual rigour and academic study with

, 84–85

Practicum, School experience, school placement and teaching practice

, 5–6, 97–98

global perspective

, 111–113

interpretation of research data

, 118–119

quality of school placement provision in Scotland

, 115–117

using research to challenge issues of placement quality

, 117

in Scotland

, 5–6

Scottish context

, 113–115

Professional development opportunities

, 116

Professional Graduate Diploma in Education (PGDE)

, 3, 5, 95–96, 105–106, 113–114, 139

advantages and disadvantages

, 106–108

future developments

, 108

nature

, 96–98

university provision

, 98–99

Professionalism

, 39, 69

Professionalization

, 26

Programme for International Student Assessment (PISA)

, 68

Proportional representation (PR)

, 50

Provincial Committees

, 14, 16–18

Quality Assurance Agency

, 50–51

Quality in TESOL (QuiTE)

, 192

Raising standards

, 39

Re-shaping teacher preparation in Scotland

, 33–34

background

, 34–35

in 1920–1945

, 36–38

in 1945–1975

, 38–41

in 1975–2000

, 41–44

Reconceptualised model of professionalism

, 69

Redefined professionalism

, 69

Reference Group

, 70–71

Reinvigoration of professionalism

, 69

Religious orders

, 166–167, 171–172

Robbins report

, 82

Royal College of Science and Technology

, 40

Royal Conservatoire of Scotland

, 98

School-Centred Initial Teacher Training (SCITT)

, 139

Scotland’s Teacher Induction Scheme

, 151–152

Scottish (Educational) Policy Positions

, 66–67

Scottish context

, 113–115

Scottish Council for the Training of Teachers (SCTT)

, 39

Scottish Council of Deans of Education (SCDE)

, 71, 130

Scottish Credit and Qualifications Framework (SCQF)

, 96, 99, 137, 146

Scottish Diplomas of Education

, 81–82

Scottish Education Department (SED)

, 9–10, 14, 16–17, 33–34, 38–39

Scottish Executive Education Department

, 153

Scottish Funding Council (SFC)

, 131

Scottish Government

, 71

Scottish Higher Education Funding Council (SHEFC)

, 43

Scottish model of ODL

, 131–132

Scottish National Committee for Teachers

, 142

Scottish National Party (SNP)

, 67

Scottish parliamentary voting system

, 50

Scottish Study of Probationers

, 153

Scottish Teacher Education Committee (see Scottish Council of Deans of Education (SCDE))

Scottish Teacher Induction Scheme

, 151–152, 155

Scottish Tertiary Education Advisory Council (STEAC)

, 42–43

Scottishness

, 66–67

Second Language Acquisition

, 190–191

Senior Phase

, 54–55

Sex Discrimination Act (1975)

, 41–42, 83

Short-course teacher education

, 188

Site-based learning

, 111–112

St Andrew’s College

, 173–174

St Margaret’s College Craiglockhart

, 170

Staff elementary schools

, 11

Staffing

, 18

Standard for Provisional Registration

, 3, 73

Standards for Leadership

, 3

Standards for Registration

, 3, 73–74, 158

Strategic Board for Education

, 130

Strategic Board for Teacher Education (SBTE)

, 130

Strathclyde University

, 40

Student Placement System (SPS)

, 114–115

Student teachers

, 111–112, 114–117, 119–120

Support and professional learning

, 158–159

Teach First programme

, 112–113

Teacher Education (TE)

, 49–50

change and innovation in

, 57–58

in universities

, 55–57

Teacher Education Reform

, 68–72

Teacher induction

, 151–152

allocation of induction year teachers to schools

, 156–158

components

, 153–156

Flexible Route to Registration

, 156

standard for full registration

, 158

support and professional learning

, 158–159

teacher probation prior to 2002

, 152–153

tensions in Teacher Induction Scheme

, 159–161

Teacher preparation in Scotland

, 1–4

founding of chairs in education

, 10–14

governance of

, 14–18

university curricula and

, 18–25, 24

Teacher preparation post-devolution

change and innovation in TE

, 57–58

continuous professional development and GTCS Standards

, 57

curriculum for excellence

, 53–55

curriculum for excellence and initial TE

, 52–53

teacher education in universities

, 55–57

two-stage review of initial TE

, 51–52

Teacher probation prior to 2002

, 152–153

Teacher Workforce Planning Advisory Group

, 126–127

Teaching English as Foreign Language (TEFL)

, 188

Teaching Scotland’s Future (see Donaldson Report)

Tensions in Teacher Induction Scheme

, 159–161

TESOL/ELT

, 194–195

Theory–practice gap

, 65

Traditional ‘policy community’

, 70–71

Training

, 42

of male Catholic teachers

, 170–171

Training Centres (TCs)

, 14–15, 19, 33–34

Two-stage review of initial teacher education

, 51–52

Universities

, 11–12, 14–15, 17, 114–115

ELT Teacher Education in

, 193–195

teacher education in

, 55–57

Universities Scotland

, 71

Universitisation

, 9–10, 112–113

University curricula and teacher education

, 18–25

University of Aberdeen

, 22–23, 128–129

University of Dundee

, 129

University of Glasgow

, 22, 146, 173–174

University of Highlands and Islands (UHI)

, 128

University turn

, 112–113

Warnock Report

, 83

Wilkinson, Thomas

, 181, 182

Women teachers

, 37