The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England

  • Anne Campbell
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 10)


This chapter will address the recent and current policy and context of professional learning in teacher education, with particular reference to professional master’s level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning and the inherent tensions between individual, school and government priorities will be explored. The chapter will discuss the lack of theorisation in this field and draw on understandings of workplace conditions for successful schools and of lifelong learning, and will draw on relevant research in the field of vocational education. Finally, it will trace the evolution of teacher as researcher, from Stenhouse’s work in 1975 and the move from curriculum research and development, through a focus on professional development, to the current focus on professional learning involving coaching, inquiry and research in the workplace. It will argue that inquiry and research form powerful tools in workplace learning for master’s level provision and teachers’ professional learning.


Professional Development Professional Learning Teacher Learning School Improvement Workplace Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.EdinburghScotland

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