Search results for: Mulryan-Kynea Catherine
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Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study
The importance of promoting reflection and reflective practice in teacher education programmes is widely acknowledged. This exploratory study describes how a revised B.Ed initial primary teacher education programme created a renewed focus on reflection and reflective practice to support students in becoming reflective practitioners The work on developing the new programme was a collaborative effort of staff, both at the planning and implementation stages. This paper reports on an evaluation of Year 1 of the B.Ed programme in which 440 undergraduate students and 24 staff were involved. The results were mainly positive, indicating that the changes in the programme have been largely successful in their goals. However, the results also show that further work needs to be done in this area with more in-depth research and analysis of the ongoing work being needed.
Updated: Dec. 08, 2021
A large portion of teachers will be teaching with more than one level. The professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. The paper makes a comparison between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense.
Updated: Jul. 27, 2008