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

Clarke, L (2016) Mapping teacher status and career-long professional learning: the Place Model. Discourse: Studies in the Cultural Politics of Education, none . [Journal article]

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URL: http://dx.doi.org/10.1080/01596306.2016.1230540

DOI: 10.1080/01596306.2016.1230540


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.

Item Type:Journal article
Keywords:Teachers; status; professional learning; place
Faculties and Schools:Faculty of Social Sciences > School of Education
Faculty of Social Sciences
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:36072
Deposited By: Professor Linda Clarke
Deposited On:24 Oct 2016 09:01
Last Modified:18 Mar 2018 23:23

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