The concepts of status and professionalism are key issues in
teaching and teacher education across the United Kingdom and
internationally. While there is increasing recognition that high
quality teachers are crucial, this coexists with a persistent
culture of blaming and shaming them. Student teachers will live out
their careers within this maelstrom so need to be encouraged to
consider the place of their profession both locally and globally,
and teacher educators can support them to make a realistic yet
ambitious analysis. This book answers a fundamental need for
teachers to position themselves in their professional world. It
uses an innovative Place Model to explore the professional learning
of teachers, examining place in terms of both hierarchical status
and as a cumulative journey of professional learning within ever
expanding horizons. It looks at the nature of professionalism, why
teacher status is important, where trainees might fit within the
model and what infrastructure needs to be in place to support
teachers' career long professional learning.
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