Frequently Asked Questions
The Centre for Teaching Excellence (CfTE) supports Scotland’s teachers through research-informed practice, professional learning, communities of practice, and our national network of Teacher Associates. Explore our FAQ to learn more about what we do and how you can get involved.
1. The Centre for Teaching Excellence
1.1 What is the Centre for Teaching Excellence?
The Centre for Teaching Excellence (CfTE) is a national centre based at the University of Glasgow, created to enhance teaching quality, professional learning, and educational research across Scotland. It is funded by the Scottish Government and designed to support teachers, schools, and policymakers in delivering equitable, high-quality, research-informed education.
CfTE brings together expertise from across Scotland through regional research hubs based at the University of Aberdeen, the University of Edinburgh, University of Glasgow, the University of Strathclyde and Sabhal Mòr Ostaig, the hub for Gaelic Education. CfTE connects practitioners, researchers, and education organisations to promote innovation and strengthen the links between practice, research, and policy.
Its work includes providing professional learning, facilitating research engagement, supporting practitioner enquiry, and helping teachers access and generate high-quality evidence to enhance their practice. Ultimately, CfTE contributes to Scotland’s national commitment to closing the attainment gap and improving outcomes for all learners.
1.2 How does CfTE differ from Education Scotland?
CfTE and Education Scotland have complementary but distinct roles.
- CfTE supports teachers to access, use, and generate research, strengthening practitioner enquiry and research-informed professional learning across Scotland.
- Education Scotland leads on curriculum design, delivery, and national improvement, and provides resources and oversight to support high-quality learning, teaching, wellbeing, inclusion, and behaviour.
1.3 What does CfTE do?
CfTE’s aim is to support teachers, including those in Gaelic Medium Education, to actively lead and engage with research and evidence to help inform and develop their practice.
CfTE does this through research-focused initiatives and resources such as practitioner enquiry networks, communities of practice, expert panels and research briefs. More information about CfTE opportunities and resources is available here.
1.4 What is CfTE Online
CfTE online is the digital platform that supports CfTE activities by providing access to online networks and resources and connecting teachers across Scotland.
1.5 Why should I engage with CfTE? What are the benefits?
CfTE aims to make the latest research on pedagogy (learning and teaching) and assessment accessible and available to teachers and schools. It also facilitates collaborative research opportunities for teachers and schools to conduct research in their own classrooms and schools, and to connect teachers across Scotland through networks to share innovations and pedagogical practices.
Access to the latest research on pedagogy and assessment, the opportunity to apply this in your own school or context, and the opportunity to connect with colleagues across Scotland are some of the main benefits of engaging with CfTE. As CfTE becomes established, teachers will be able to access expert sessions (live online and recorded) provided by leading researchers in education.
2. Eligibility and Access
2.1 Who is CfTE for?
CfTE is designed for all GTCS registered teachers working in Scotland.
2.2 I’m not a GTCS-registered teacher. Can I still use CfTE?
Yes. All publicly available resources and materials on the CfTE website are accessible to anyone. However, access to the CfTE digital platform (CfTE Online) and participation in CfTE-organised professional learning activities are currently limited to GTCS-registered teachers, as CfTE is a national service designed specifically to support Scotland’s teaching profession.
3. Participation, Cost, and Workload
3.1 Do I need to pay to attend CfTE events?
CfTE professional learning is provided at no cost to teachers or schools as part of its Scottish Government-funded national remit.
3.2 Will taking part in CfTE increase my workload?
CfTE supports teachers’ professional learning by engaging with research and practitioner enquiry. Activities can be incorporated into individual professional learning / CLPL plans, departmental priorities, or whole‑school improvement work. Events are scheduled to facilitate participation outside class contact time wherever possible.
All CfTE opportunities align with Scotland’s commitment to high-quality, research-informed professional learning, supporting your development in line with the GTCS Professional Standards.
4. CfTE Teacher Associates
4.1 What is a Teacher Associate (TA)?
Teacher Associates are experienced classroom practitioners seconded to CfTE. They are facilitators and ambassadors for the Centre’s work, supporting colleagues to engage with CfTE activities and helping to shape and deliver future programmes. Their expertise typically includes practitioner enquiry, research engagement, and leading research-informed improvements in learning and teaching, drawing on their direct classroom experience to strengthen connections between practice, research, and policy.
4.2 How can I contact a Teacher Associate (TA)?
Teacher Associates’ profiles and contact details are available on the CfTE website, where you can identify a TA whose expertise matches your interests. Teacher Associate contact details are available by Local Authority and by the CfTE Research Hub to which they are attached.
4.3 How can I become a Teacher Associate?
CfTE recruits Teacher Associates through formal secondment opportunities for experienced classroom teachers. Successful applicants are seconded on a part-time basis to support CfTE’s activities across the CfTE Research Hubs. Secondment opportunities are posted on the CfTE website.
5. Research Support
5.1 I want to explore the latest research on a subject area or a particular initiative/issue. How can CfTE help?
CfTE provides access to high-quality research briefs, practitioner enquiry insights, and research-informed resources to support teachers in exploring current evidence. You can also connect with a Teacher Associate who can help you engage with relevant research and enquiry activity. If you are unsure where to start, you can contact the Centre directly for guidance on finding research aligned to your interests.
6. Communities of Practice
6.1 What is a Community of Practice?
A Community of Practice is a group of practitioners who come together to connect and collaborate, deepening and sharing knowledge and expertise on specific themes or priorities. A helpful definition is:
Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger & Wenger-Trayner, 2015).
You can find more information about Communities of Practice in the CfTE Research Brief available here.
6.2 How do I join a Community of Practice?
Communities of Practice are hosted through CfTE’s Research Hubs, with details published on the CfTE website as they launch.
7. Accreditation and Professional Learning
7.1 Do CfTE activities carry academic credit?
No. CfTE activities are not credit-bearing, as the Centre’s focus is on supporting high quality, research-informed professional learning rather than delivering accredited courses. However, the CfTE team can advise on how your engagement may contribute to the accreditation of experiential learning.
7.2 Will teachers be able to access Centre resources and journal articles via CfTE online?
All resources created by the Centre for Teaching Excellence will be freely available for access and use via CfTE Online or on our website, as appropriate. This includes materials such as professional learning resources, event recordings, practitioner enquiry outputs, and guidance developed through CfTE Hub activity. Our approach is grounded in a commitment to open access and equitable professional learning.
In addition, the Centre will actively prioritise the use and sharing of open-access journal articles and research materials where possible. For articles and eBooks that are not fully open access, we will direct teachers to EBSCO materials via MyGTCS, supporting continued access to research evidence for registered teachers in Scotland.
This approach reflects the Centre’s commitment to openness, accessibility, and supporting teachers in engaging with research-informed practice.
For more information on Open Educational Resources, please see this website: https://www.gla.ac.uk/myglasgow/openresearch/.