aspires to highlight the existence of a network governance approach to policy
implementation. The article is mainly inward referencing, but does provide some
contextual acknowledgement of global policy trajectories in teacher education.
Menter and Hulme (2011) provide an overview of key developments in teacher
education policy leading up to the Donaldson Report, speculating on its possible
impact. The purpose of the article is to explain a policy trajectory that differs
significantly from elsewhere in the UK, with particular reference to England. This
article is adapted from an earlier conference presentation, and claims to provide an
account based on policy document analysis, the authors’own experiences as tea-
cher educators and experience of working on the literature review commissioned as
part of the Donaldson Review of teacher education in Scotland. Beyond this, there
is little detail of the methodological or analytical approach adopted. The piece is
mainly inward referencing, but provides some contextual acknowledgement of
global policy trajectories in teacher education. It does not draw explicitly on any
particular theoretical framework, rather claiming to provide an account of a par-
ticular national policy context, presumably for an audience unfamiliar with
Scotland (the original conference presentation was made at the American
Educational Research Association Conference).
In yet another unfunded piece of work, Menter and Hulme (2012) look at
Scottish teacher education policy in general when they explore the extent to which
the globalfinancial crisis has impacted on policy development. The article reports
on documentary analysis of policy and research literature in producing a plea for
‘innovative responses to enduring challenges’, highlighting the ‘longstanding
commitment to explicit values in Scottish culture and education’(p. 149). No
further detail is given on any particular methodological or analytical approach to the
task of documentary analysis. While the focus is clearly and exclusively on Scottish
policy, the article is outward referencing in that it sets the Scottish case within the
nested and intertwined structure of national, UK, EU and global policy, whilst
simultaneously paying detailed attention to the particular cultural and historical
context of Scotland.
O’Brien (2011) provides an overview and analysis of the development of CPD
policy in Scotland, with a particular focus on the role of professional standards. It
provides a historical reflection of CPD policy since the 1970s, but does not make
explicit reference to a particular methodological or theoretical approach. While
there is no explicit statement of the intended impact of the article, it uses the
historical account to speculate on the possible outcome of the Donaldson Review at
a time of economic austerity. Again, this is a standalone and unfunded piece of
work.
Reeves and Drew’s (2012) article takes the now discontinued Chartered Teacher
scheme as its policy focus, drawing on empirical data from artefacts produced by
chartered teacher students. The impetus for the article is to explore ways in which
policymakers attempt‘to promote educational change’through teacher education
policy. No funding source is declared, and the article contains both inward refer-
encing in terms of the specific Scottish focus and outward referencing in terms of
offering an analytical model that could be employed in other national settings.
38 Researching Teacher Education Policy: A Case Study from Scotland 575