Search results for: Ireland
Page 3/5 49 items
Reforming Teacher Education in the Context of Lifelong Learning: The Case of the BEd Degree Programme in Ireland
This article argues that a reform of the BEd degree programme ought to be informed by the philosophies and practices of lifelong learning. This could be achieved by introducing students to the theories of lifelong learning, by teacher educators modelling best practice in lifelong learning and by student teachers acknowledging that initial teacher education is just the first step in the continuum of professional teacher education.
Updated: Jul. 15, 2015
This study aims to assess the level of emotional intelligence of student teachers. The authors used Mayer and Salovey’s emotional intelligence model and the MSCEIT test of emotional intelligence. This study shows that the pre-service teachers studied have levels of emotional intelligence below the norm for the wider population. The gender differences are greater in this sample than would be expected in the wider population. These data suggest that, on average, student teachers may need help in all four of the competence areas that have been described. The data also suggests that male students, on average, are weaker than female students at using emotions to facilitate thinking and at regulation of emotion.
Updated: Jan. 27, 2015
The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland
This paper investigates the sources of mentors’ knowledge about teaching. The findings reveal that mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and from their own personal experiences. The authors suggest that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.
Updated: Jan. 20, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
This paper explores pre-service and in-service science teachers’ perceptions on active learning. The paper also examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. The test results show a significant difference between traditional teaching and active learning. However, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching.
Updated: Jan. 15, 2015
Teacher Educators' Perspectives on the Implementation of Beginning Teacher Standards for Physical Education in Ireland: Developing and Regulating the Profession?
The current study examined teacher educators' perspectives on how the Beginning Teacher Standards for Physical Education could be implemented. This study also considered the possible impact on the profession within the discourses of power. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable.
Updated: Jan. 14, 2015
Professional Accreditation of Initial Teacher Education Programmes: Teacher Educators’ Strategies Between ‘Accountability’ and Professional Responsibility’?
This article examines the accounts of teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. The findings reveal that teacher educators operate on the premise that they live out their professional responsibility in ways consistent with the complexity and ambiguity inherent in democratic, deliberative decision-making. They argue that teacher educators must be more articulate about the purposes a process of increased explicitness and the logic of accountability actually serve, and what the less tangible moral dimensions of responsibility contribute to the discourses of reform.
Updated: Jan. 05, 2015
The Role of the University Tutor in School-based Work in Primary Schools in Northern Ireland and the Republic of Ireland
This study compares between the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration.
Updated: Oct. 20, 2014
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
This article explores the challenges experienced by teacher educators promoting reflective practice in a large group setting, using reflective verbalisation as an organising framework. This study undertaken in a university in the Republic of Ireland. The findings reveal that the participants indicated that their experience of the module enabled them to use a reflective approach to new situations which arose in their classrooms. In addition, the participants indicated that the module had facilitated their capacity to reflect on and develop their own ideas about teaching and curriculum. However, participants did not feel that the module allowed them to explore with staff and fellow students specific curricular and/or classroom issues which they were experiencing in the practicum.
Updated: Feb. 05, 2014