Scottish universities, with schools of education or equivalent, have gained a significant role in all other areas of the emerging national Framework for Continuing Professional Development, with the exception of the new one‐year Teacher Induction Scheme. However, in the light of renewed political calls for local authorities and universities to act in partnership at all stages of teacher professional development, this paper re‐examines the implications of research carried out on the Induction Scheme, which reveals the limited role played by universities in the induction of newly qualified teachers. The barriers and opportunities faced by universities in seeking a role in the induction and early professional development of teachers are discussed.
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O’Brien et al. (2008) studied this question.
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