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 inte
...MoreMartin 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 is currently principal applicant in an ESRC/TLRP research project called Learning and Working in Further Education in Wales. This research project has been following 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 is also a co-researcher in the ESRC/TLRP Learning to Teach in Post-Devolution UK project. This comparative study focuses 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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The Learner
