Jackson, AlisonEady, Sandra2019-04-152019-04-152011-03-16Jackson, A. & Eady, S. (2012) Teaching as a Masters profession in England: The need for continued debate. Professional Development in Education, 38 (1), pp. 149-152.1941-52651941-5257https://eresearch.qmu.ac.uk/handle/20.500.12289/9678http://dx.doi.org/10.1080/19415257.2011.554714Sandra Eady - ORCID: 0000-0002-1089-666X https://orcid.org/0000-0002-1089-666XDeposited in University of Stirling (STORRE) repository on 31 August 2016 under permanent embargo, available at: http://hdl.handle.net/1893/3129Item not available in this repositoryIn this paper we suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters. Through the ongoing debate with teacher educators concerning ‘teaching as a Masters profession’, it was discovered that it remains difficult for teacher educators to propose a definition of ‘Mastersness’ that satisfies them on a personal or political level.149-152enProfessional DevelopmentMasters AccreditationTeachersArticle