Recognising and Rewarding Teacher Expertise and Accomplished Practice

  • Christine FordeEmail author
  • Margery McMahon


The issue of recognising and possibly rewarding accomplished practice is discussed. Then the concept of incentivisation is considered followed by examples of schemes to incentivise sustained programmes of professional learning including schemes for chartered teacher status. The use of rewards and sanctions to improve practice is examined and the question whether such approaches should be on the basis of the performance of an individual teacher or on a collective basis is considered. Focusing largely on the individual teacher can reinforce the individualism and isolation of professional practice and development. Schemes for collective development are spotlighted.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of EducationUniversity of GlasgowGlasgowUK

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