enough case for the development of new and innovative methodological approaches
to the investigation of Scottish teacher education policy. Finally, the performative
and accountability-focused Western university culture, of which the Research
Excellence Framework is illustrative, does not provide a context supportive of
small-scale, nationally focused policy studies—the kind of work discussed in this
chapter does not seem to have an overt value in contemporary Western university
cultures, and it therefore makes it difficult to see how such work—policy research in
teacher education in Scotland—might be supported further without it having to lose
its overt national focus.
References
Brown, S. (2008). Capacity and quality in education research in Scotland: A stimulus report.
SFRE.
Cairney, P., & McGarvey, N. (2013).Scottish politics(2nd ed.). Basingstoke: Palgrave Macmillan.
Christie, D., Donoghue, M., McNamara, M., Menter, I., Moss, G., Noble-Rodgers, J., et al. (2012).
BERA-UCET working group on education research: Prospects for education research in
education departments in higher education. Availablehttps://www.bera.ac.uk/wp-content/
uploads/2014/01/FINAL-REPORT-FINAL-27-March-2012.pdf?noredirect=1
Hulmes, M., & Kennedy, A. (2015). Teacher education in Scotland: Consensus politics and‘the
Scottish policy style’. In TEG (Eds.).Teacher education in times of change. Bristol: Policy
Press.
Ingvarson, L. (2009). Developing and rewarding excellent teachers: The Scottish Chartered
Teacher scheme.Professional Development in Education, 35(3), 451–468.
McConnell, A. (2010). Policy success, policy failure and the grey areas in-between.Journal of
Public Policy, 30(3), 345–362.
McGeer, J. (2009). The Chartered Teacher scheme in Scotland: A survey of the views of teachers.
Professional Development in Education, 35(1), 5–22.
Marginson, S. (2015). UK research excellence: Getting better all the time?International Higher
Education, 81, 12 – 13.
Munn, P. (2005). Researching policy and policy research.Scottish Educational Review, 37(1),
17 – 28.
Priestley, M. (2013). The 3–18 curriculum in Scottish education. In T. G. K. Bryce, W. M. Humes,
D. Gillies, & A. Kennedy (Eds.),Scottish education fourth edition: Referendum(pp. 28–38).
Edinburgh: Edinburgh University Press.
Sanderson, I. (2002). Evaluation, policy learning and evidence-based policy making.Public
Administration, 80(1), 1–22.
Tooley, J., & Darby, D. (1998).Educational research—A critique: A survey of published
educational research. London: Office for Standards in Education.
Whitty, G. (2006). Education(al) research and education policy making: Is conflict inevitable?
British Educational Research Journal, 32(2), 159–176.
Whitty, G. (2008). Changing modes of teacher professionalism: Traditional, managerial,
collaborative and democratic. In B. Cunningham (Ed.), Exploring professionalism
(pp. 28–49). London: Institute of Education, University of London.
Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college-
and university-based teacher education.Journal of Teacher Education, 57(3), 326–340.
38 Researching Teacher Education Policy: A Case Study from Scotland 581