ABSTRACT
The Early Professional Learning project is concerned with the questions of how new teachers learn and the effects of the competences expressed in the Scottish Standard for Full Registration upon this learning. The project’s design involved the recruitment of secondary school teachers to form a group of teacher-researchers (TRs) who were initially to undertake ethnographic research in their own schools. A group of six experienced teachers was recruited part-time to this role. This number was regarded as giving the group ‘critical mass’ and an ability to cover the range of tasks required by the project (Gray et al. 2005).
