chapter  3
12 Pages

Teacher education reform in Scotland: national and global influences

ByIan Menter, Moira Hulme

In a previous paper (Menter and Hulme 2008), the authors discussed the nature of policy making in teacher education in a small country and the significance of cultural traditions that create a ‘collective narrative’ or shared ‘assumptive world’ among policy makers and others (Popkewitz, Lindblad, and Strandberg 1999; McPherson and Raab 1988). Scotland has a population of about 5 million and is one jurisdiction of four that constitute the United Kingdom. Its education system has functioned more or less independently of the UK government over the 300 years since the UK was formed, with more or less influence at particular points of history from the government based in England, at Westminster in London. However, at the recent turn of the century, there was a formal devolution of responsibility for education policy to the newly (re-)established Scottish Parliament.1