ABSTRACT This study offers reflections on the TQFE in Scotland as an example of the transformative professional learning model as identified by various authors. The focus of this study is the professional learning of lecturers in Scotland’s colleges. Informed by wider considerations of teacher education more broadly, it will be of particular interest to those supporting a transformative model of professional learning in a variety of educational contexts. The research was undertaken as a collaborative initiative between each of the three universities which offer the TQFE in Scotland. Qualitative data are drawn from former TQFE participants and college mentors, and thematic analysis used to gain further insight from participant interviews. Findings highlight the transformative nature of the TQFE with an impact that is beyond the currency of the TQFE programme duration. The provision of transformative professional learning opportunities is now imperative given various pressures and tensions around the development of educators more generally and within contemporary Scottish Further Education in particular. Such pressures and tensions include: the varied demands within the Professional Standards for Lecturers in Scotland’s Colleges, and the need for professional learning for college lecturers to go beyond a competency or tool-kit based approach and to be sustainable.

中文翻译：

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改变实践，改变实践者：对苏格兰TQFE的思考

摘要本研究对苏格兰的TQFE进行了反思，以作为由不同作者确定的变革性专业学习模型的一个例子。这项研究的重点是苏格兰大学讲师的专业学习。受到更广泛的教师教育考虑的启发，那些支持在各种教育背景下的专业学习变革模式的人们将特别感兴趣。这项研究是作为在苏格兰提供TQFE的三所大学中每所大学之间的一项合作计划而进行的。定性数据来自以前的TQFE参与者和大学导师，主题分析用于从参与者访谈中获得更多见解。调查结果突出了TQFE的变革性，其影响超出了TQFE计划持续时间的范围。考虑到围绕教育者发展的各种压力和紧张关系，尤其是在当代苏格兰继续教育中，目前必须提供变革性的专业学习机会。这样的压力和紧张包括：苏格兰大学《讲师专业标准》中的各种要求，以及大学讲师的专业学习需要超越能力或基于工具包的方法，并且要可持续。考虑到围绕教育者发展的各种压力和紧张关系，尤其是在当代苏格兰继续教育中，目前必须提供变革性的专业学习机会。这样的压力和紧张包括：苏格兰大学《讲师专业标准》中的各种要求，以及大学讲师的专业学习需要超越能力或基于工具包的方法，并且要可持续。考虑到围绕教育者发展的各种压力和紧张关系，尤其是在当代苏格兰继续教育中，目前必须提供变革性的专业学习机会。这样的压力和紧张包括：苏格兰大学《讲师专业标准》中的各种要求，以及大学讲师的专业学习需要超越能力或基于工具包的方法，并且要可持续。