Teachers’ Learning: Committed and Resilient Teachers are More Effective Practitioners

By Martin Jephcote.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper draws from and presents an analytical summary of the findings of seven UK-based teacher education projects funded by the ESRC ‘Teaching and Learning Research Programme’ (TLRP), which the author was the principal investigator for one and a co-participant in another. Different in design and methodology, the projects point to the roles of teachers in promoting a range of learning outcomes. Together they illuminate phases of teachers’ lives, work and careers exploring matters such as, their values and dispositions towards teaching and learning, classroom practices and wider societal and policy contexts which impact on what they do. In turn, this sheds light on the formation and re-formation of teacher identity and professional knowledge over time, that is, to recognize the stages and phases of teachers’ work and lives.

Keywords: Teacher Learning, Teachers’ Lives, Teacher Identity

The International Journal of Learning, Volume 16, Issue 11, pp.63-72. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.209MB).

Dr. Martin Jephcote

Senior Lecturer, Cardiff School of Social Sciences, Cardiff University, Cardiff, Cardiff, UK

Martin Jephcote’s work is informed by a social constructionist perspective which underpins his understanding of and research into the construction of knowledge, the processes of learning and education and training policies and practices. He is interested in the contested and evolutionary nature of the construction of pedagogic discourse and the ways in which policies are made and implemented. In this vein, he drew on and contributed to the area of school subject histories and was the first to make a substantial contribution in the field of school economics. In ‘Recontextualising Discourse: Exploring the Workings of the Meso-Level’ (2004), he pointed to the functions of the under-researched meso-level in mediating policy and, in ‘School Subjects, Subject Communities and Curriculum Change: the Social Construction of Economics in the School Curriculum’ (2007) further illustrated the interplay of power and control. He was principal applicant in an ESRC/TLRP research project called Learning and Working in Further Education in Wales. This research project followed the real-time learning journeys of teachers and students both to provide a contemporary account of further education and to better understand the processes that give rise to learning outcomes of all kinds. He was also a co-researcher in the ESRC/TLRP Learning to Teach in Post-Devolution UK project. This comparative study focused on the processes at work that, since devolution, are giving different shape to initial and early years teacher education across the UK in response to ‘local’ social, economic, cultural, and political circumstances.


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