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

L Clarke

Research output: Contribution to journal › Article

5 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.
@article{7e56cb6f11524da6bc2e81e7b3f4aef8,
title = "Mapping teacher status and career-long professional learning: the Place Model",
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.",
keywords = "Teachers, status, professional learning, place",
author = "L Clarke",
note = "UIR Compliant - evidence uploaded to other files",
year = "2016",
month = "9",
day = "19",
doi = "10.1080/01596306.2016.1230540",
language = "English",
volume = "none",
journal = "Discourse",
issn = "0159-6306",

}

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

TY - JOUR

T1 - Mapping teacher status and career-long professional learning: the Place Model

AU - Clarke, L

N1 - UIR Compliant - evidence uploaded to other files

PY - 2016/9/19

Y1 - 2016/9/19

N2 - 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.

AB - 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.

KW - Teachers

KW - status

KW - professional learning

KW - place

U2 - 10.1080/01596306.2016.1230540

DO - 10.1080/01596306.2016.1230540

M3 - Article

VL - none

JO - Discourse

T2 - Discourse

JF - Discourse

SN - 0159-6306

ER -

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

Access to Document