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Teachers’ learning: Committed and resilient teachers are more effective practitioners

Jephcote, Martin John 2009. Teachers’ learning: Committed and resilient teachers are more effective practitioners. The International Journal of Learning 16 (11) , pp. 63-72.

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Abstract

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.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Uncontrolled Keywords: Teacher learning; Teachers’ lives; Teacher identity
Publisher: Common Ground Publishing
ISSN: 1447-9494
Last Modified: 04 Jun 2017 03:44
URI: http://orca.cf.ac.uk/id/eprint/25758

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