Search results for: Ireland
Page 4/6 55 items
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
The Importance of Respect in Teaching and Learning: Perspectives of Final Year Pre-service Teachers in A Regional University in Ireland
The purpose of this research was to examine pre-service teachers (PSTs’) perceptions of respect in educative relationships. This study also investigated the factors that guided the pre-service teachers’ perceptions. The authors conclude that the respect for the role of a teacher by their pupils is bound not solely in their subject knowledge, but can be diminished in their eyes through a perceived humiliation or can be enhanced by a willingness for the teacher to convey ‘interpersonal respect’, by attempting to relate to them. Additionally, the participants stated that balancing ‘interpersonal respect’ and ‘respect in the role of the teacher’ helped them to feel more confident in their teaching abilities and to relate to their pupils.
Updated: Oct. 23, 2013
This paper outlines the process of the self-study research which the author undertook on her work as a teacher in a primary school on the west coast of Ireland. The article examines how, through reflection on and thinking critically about her work, the author gained new insight and understanding of her practice and developed a new epistemology of practice. The author concludes that in the research process, she developed a new understanding around her digital projects such that she can now perceive them as processes for developing spiritual and holistic approaches to learning and teaching.
Updated: Oct. 02, 2013
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
This article investigates teacher educators’ perspectives on the purposes, benefits and drawbacks of adopting a subject-specific standards-based approach in Physical Education Teacher Education in Ireland. Thirteen physical education teacher educators participated in the study. The teacher educators were supportive of adopting a standards-based approach grounded in a democratic ideology to increase accountability, enhance professionalism and improve the status of physical education in higher education and school contexts.
Updated: Apr. 03, 2013