Stakeholder perceptions of teachers’ career-long professional learning needs in Scotland

Richard Holme, Anna Robb, Suzie Dick, Phuong Thao Le, Stuart Farmer

Research output: Contribution to conferencePaperpeer-review


It is well-established that teacher professional learning has an impact on educational outcomes and experiences (Cordingley et al., 2015). In Scotland, the National Model of Professional Learning places children and young people, as well as teachers, at the centre of teacher professional learning (Education Scotland, 2019). There is limited research and literature that explores the viewpoint of these key stakeholders; this paper addresses this gap by investigating stakeholder perceptions, including the voices of pupils.

The research was conducted through a short questionnaire (in English and Scots Gaelic) made available to parents/carers and pupils in Scotland. Two research questions were addressed, asking participants what they thought teachers are doing for professional learning, and what they thought teachers should be doing. Evans’ model of professionalism and professional development (Evans, 2014) was utilised as a theoretical lens and data analysis drew on Braun and Clarke’s (2006) thematic analysis.

A key finding was a lack of understanding about what, how, and why teachers engage in professional learning. Other additional themes emerged including pupils’ concerns for teacher well-being. This paper provides a starting point for discussions around a more collaborative, shared leadership approach to professional learning, whilst being conscious, considerate. and inclusive of stakeholder voice.


ConferenceInternational Professional Development Association Conference: 2022 IPDA
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