Many guides for teacher researchers are now available and, increasingly, undertaking a systematic investigation of practice is a requirement in initial teacher education and in continuing professional development.  The ambition to secure the professional standing of teachers has led to the provision of more courses leading to a Masters’ level qualification as will be the case for all students on teacher education courses at the University of Glasgow, for example.  Teacher unions and subject associations also promote an evidence informed approach to teacher development and encourage their members to undertake systematic inquiry into their practice and school leaders encourage staff to participate in learning communities within and across schools.