Teacher Status and Professional Learning

Linda Clarke was a geography teacher and head of department in public and private sector, selective and non-selective schools in England and in Northern Ireland for 15 years. On completing her Masters she became an academic and teacher educator at Ulster University, gained a PhD and completed a term as head of the School of Education, before escaping back to her true delight in schools and in teaching student teachers. She was awarded a personal chair in 2012. Her research interests include teacher education, education technology and international development.Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.

• Glossary Introduction: The Place Model Chapter 2: The Proto-professionals Chapter 3: The Un-professionals Chapter 4 No Teacher (needed?) Chapter 5 The De-professionalised Chapter 6 The Professionals Index References