Mapping teacher status and career-long professional learning: the Place Model

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)
87 Downloads (Pure)


This paper engages with key contemporary debates about teaching and teacher education through proposing an innovative, interdisciplinary model, the Place Model, which uses two senses of ‘place’ to provide comparative lenses for a timely, a-priori examination of the place of the teacher: place in the humanistic geography tradition as a process – a cumulative, career-long professional learning journey – and, also, place in the sociological sense of teacher status. This article considers a range of international literature before speculatively ‘populating’ the model with a range of examples in a way which raises important questions about conceptions of teachers across the globe, and provides an alternative and original vision of the profession.
Original languageEnglish
Pages (from-to)69-83
Issue number1
Early online date19 Sept 2016
Publication statusPublished (in print/issue) - 28 Feb 2018


  • Teachers
  • status
  • professional learning
  • place


Dive into the research topics of 'Mapping teacher status and career-long professional learning: the Place Model'. Together they form a unique fingerprint.

Cite this