Changing Teachers, Changing Scotland?

Abstract

Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland, examining how they feature within discussions about: school management and governance; schools and social capital; and teachers as learners. The article explores each of these contexts in turn concluding with consideration of how the work of the three AERS networks might help to understand and inform an agenda for change.