Research

GTC Scotland recognises the importance of research to Scottish teachers and Scottish education. Our research strategy aims to:

• encourage teachers to use and take part in research as part of their CPD
• build a strong evidence base to inform policy
• share research findings with teachers and with the wider community in Scotland

We also support the Teacher Researcher Programme, offering teachers the opportunity to carry out research aiming to improve learning and teaching.

All Commissioned, Conference and Occasional research papers can be found in the Published Researcharea of the site.  

Current Research

We are currently involved in the following research projects:

Evaluating Accomplished Teaching

In partnership with the Scottish Government, the Council has commissioned researchers from Glasgow and Stirling Universities to explore issues following on from the previously published work on the views of Chartered Teachers on the impact of the programme in Scotland. The new research will include two projects:

• Measuring and Evaluating Impact - a case study on the role and influence of Chartered Teachers
• Investigating the Impact of Accomplished Teaching on Pupils' Learning

An innovative feature of this research is the secondment of two Chartered Teachers as Research Fellows to conduct some of the field work. The researchers expect to report by the end of 2009.

The experience of people with disabilities participating in the Teacher Induction Scheme

In this project we are exploring the experience of people with disabilities who have gained full registration following their participation in the Teacher Induction Scheme.

The project is examining the support they received enabling them to succeed or the factors which acted as barriers to success. 

The impact of the Teacher Induction Scheme - the experience of a single local authority

This project is reflecting on the experience of a single Scottish local authority in the Teacher Induction Scheme (TIS), aiming to evaluate the extent to which experiences provided through the TIS contribute to the development of probationers' abilities as reflective practitioners and as curricular leaders.

The research will consider the contribution of these teachers to their schools and assesses the impact of their induction experiences on their early careers and on their aspirations and future plans, including Chartered Teacher and leadership roles.