Search results for: Moran Anne
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Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE) and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014
This research explored student and beginning teachers' experiences of teacher education in Northern Ireland. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction.
Updated: Dec. 16, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
The article examines the influence of initial teacher education programs on the development of positive attitudes towards inclusion, equality in education and social justice. The article describes a research report commissioned by the Department of Education Northern Ireland which sought to identify existing practices that increased the motivation, participation and achievement of all pupils of school age with special educational needs.
Updated: Jan. 14, 2008