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

L Clarke

Research output: Contribution to journal › Article

2 Citations (Scopus)

Abstract

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.
LanguageEnglish
JournalDiscourse
Volumenone
Early online date19 Sep 2016
DOIs
Publication statusE-pub ahead of print - 19 Sep 2016

Fingerprint

career
teacher
learning
profession
geography
examination
Teaching
education

Keywords

  • Teachers
  • status
  • professional learning
  • place

Cite this

Clarke, L. / Mapping teacher status and career-long professional learning: the Place Model. In: Discourse. 2016 ; Vol. none.
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Clarke, L 2016, 'Mapping teacher status and career-long professional learning: the Place Model', Discourse, vol. none. https://doi.org/10.1080/01596306.2016.1230540

Mapping teacher status and career-long professional learning: the Place Model. / Clarke, L.

In: Discourse, Vol. none, 19.09.2016.

Research output: Contribution to journal › Article

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Clarke L. Mapping teacher status and career-long professional learning: the Place Model. Discourse. 2016 Sep 19;none. https://doi.org/10.1080/01596306.2016.1230540

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