From the Editor

This article seeks to contribute to the debate about the professional development of teachers, following the publication of the McCrone Report and subsequent settlement. It starts by identifying some key features, both negative and positive, of the current context of Scottish educational policy: here it is argued that the year 2000 can be regarded as an important watershed in the evolution of Scottish education. The middle section focuses on the recent history and current state of teacher education, taking account of political and professional views on both Initial Teacher Education and Continuing Professional Development. In the final part, an attempt is made to define the principles which should inform future policy on teacher development and to set out the conditions which have to be met if teachers are to be offered genuine professional enhancement. As part of this, the challenges to the major stakeholders in teacher education are considered.