Professional development for tertiary teachers in Pakistan is problematic. In most cases, it does not exist; and if it does, it is very brief, sporadic and traditional, and is conveyed off-site through top-down teacher training strategies. The Pakistani tertiary education sector is predominantly public in nature and consists of two main wings: the…

In this paper, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for…

The present article reports on a cooperative research with a small group of teachers studying for a professionally accredited master's degree (MTeach), leading to the professional award of Chartered Teacher status, at a Scottish university. The aim of the study was to explore teachers' perceptions of the impact made on them and their practice as a…