Reflective Pedagogy and Early Childhood Studies(Theses)
https://dspace.mic.ul.ie/handle/10395/1531
2024-03-29T07:47:47ZThe quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion.
https://dspace.mic.ul.ie/handle/10395/3141
The quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion.
This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) programme aimed at developing knowledge, practices and values relating to inclusive practice. The primary aim of this study was to examine educators’ perceptions of inclusion of children and consider the influence of the LINC programme on their pedagogical practice. The research strategy involved initial interviews with fourteen early years educators identifying experiences and understanding of inclusion prior to commencement of the LINC programme. On completion, participants hosted a field visit to their individual preschools and engaged in a second follow-up interview. In addition, conversations with children and observation of pedagogical practice was conducted during these visits to understand the life-world of the educators in practice. Using the philosophical principles of IHP, this study illustrates the value of practitioner research in coming to understand and interpret educators’ experiences through an empathic lens.
Research findings validate the quality of content of the LINC programme and the positive influence of this learning on educators’ perceptions and practices of inclusion in the early years setting. Engagement with the LINC programme resulted in reported confidence in their work with children and families through development of new strategies in practice to support participation in the early years’ environment. There is an evidenced shift in perspective and awareness of children’s rights by those who engaged with the module content. However, consideration of the contextual reality of participants illustrates a confluence of factors which mitigate against the learning outcomes of the LINC programme. A salient finding from this study indicates how professional identity and the perception of the role of the educator influences engagement with learning. Furthermore, concern is expressed by learners on the programme about how they will be facilitated and supported to take on additional responsibilities of leading inclusion as the Inclusion Coordinator (INCO) in their setting.
A key recommendation is to expand access to the LINC programme for all early years educators so there is a shared understanding of inclusion to support children’s participation as well as supporting the leadership role of the INCO in practice. A framework for learning and development for educators has been designed to support reflection and action within settings to guide inclusive practice. This study also proposes that relational pedagogy, guided by the national quality (Siolta, CECDE, 2006) and curricular frameworks (Aistear, NCCA, 2009), should be embedded in initial professional education programmes as underpinning the implementation of quality and inclusive early childhood education. In telling the stories of educators on the LINC programme using phenomenology, an approach underused in early years scholarship, this study offers insights on how inclusion can be embedded in practice by acknowledgement of different perspectives and providing practical recommendations for creating a shared understanding of quality and inclusive early years education and care.
2023-10-02T00:00:00Z"Sowing the seed" : a bio-ecological exploratory case study of the forest school approach to learning and teaching in the Irish primary school curriculum
https://dspace.mic.ul.ie/handle/10395/3124
"Sowing the seed" : a bio-ecological exploratory case study of the forest school approach to learning and teaching in the Irish primary school curriculum
While emergent research notes an increasing awareness regarding the importance of time spent in nature for personal well-being during the Covid-19 pandemic, recent literature describes children's disconnection from the natural environment. Education is a determining factor in shaping a child’s perception of nature, however, research highlights that Irish primary school teachers lack knowledge and confidence in bringing children outdoors to learn. Forest School, a semi-structured approach to learning and teaching outdoors, guided by six underpinning principles, can provide pedagogical guidance for educators. Previous studies outline social, emotional, and academic learning outcomes during Forest School, however, research in the context of the Irish Primary School Curriculum is limited. Therefore, the aim of this research was to critically examine if this approach to learning and teaching outdoors is appropriate to deliver the vision, aims, principles, broad objectives, subject content objectives, concepts and skill development, and assessment of the Irish Primary School Curriculum. An exploration of educational theory and pedagogical processes underpinning both the Irish Primary School Curriculum and Forest School approach promote developmental approaches to learning which occur in stimulating environments that correspond with the child’s learning needs. In addition to this, both approaches highlight the need for a balance of child and adult-led assessment methods, high standards of qualification, participation in continuing professional development, acknowledgement of school policy and procedures, careful planning and preparation, and emergent, experiential problem-, and inquiry-based learning opportunities that allow for child-led discoveries and questions. However, the Irish primary school curriculum provides mixed messages regarding its child-centredness, while the unstructured, play-based, and child-led nature of Forest School results in mixed opinions regarding how this approach should be delivered. Thus, this research sought to capture the lived experience of participants and uncover their reality of learning and teaching outdoors during Forest School within the vision, aims, principles, broad objectives, subject content objectives, concepts and skill development, and assessment of the Irish Primary School Curriculum. Semi-structured, non-participant observations of sixty-eight children and semi-structured journey interviews were conducted with fifty-five children in four primary school class levels over the course of an academic year. These in-depth semi-structured interviews incorporated children’s pedagogical documentation to promote stimulated recall with five class teachers. Themes of Learning with, in and through the Environment during Forest School, Challenges of Learning and Teaching Outdoors in the Context of the Irish Primary School Curriculum, and Inclusion for Children with Special Educational Needs during Forest School emerged through deductive thematic analysis. Although the findings commend child-led choice through adult-facilitated teaching in emergent, play-based learning during Forest School, challenges in achieving the many curricular subject content objectives within the Irish Primary School Curriculum were apparent. While the forthcoming restructured curriculum, currently in draft format, aims to address this through the provision of broad learning outcomes, professional collaboration between class teachers and forest school leaders and the incorporation of child-led assessment methods to create inclusive approaches to learning and teaching is required to ensure rich learning experiences for children. Moreover, a need to overcome financial and access issues must also be addressed to successfully incorporate Forest School into the Irish Primary School Curriculum.
2023-09-26T00:00:00ZStories from school! A narrative inquiry exploring primary teachers' experiences of school-based teacher education
https://dspace.mic.ul.ie/handle/10395/2972
Stories from school! A narrative inquiry exploring primary teachers' experiences of school-based teacher education
‘Stories from School!’ is a personal, philosophical, and educational endeavour which applies narrative (Clandinin and Connelly,1990,1994,1995,1996, 2000; Clandinin 2006, 2013, 2020, Speedy, 2001, 2008; Kim 2016; Craig 2011, 2017) and Arts-based inquiry methods (de Mello 2006; Leitch, 2003 2006; Estrella and Forinash 2007; Barone and Eisner 2012; Kim 2016; Leavy 2013, 2015, 2018,;McGarrigle 2018) to explore teachers’ ways of knowing, doing and being (Craig 2018) as they navigate the shifting educational policy landscape in Ireland.(Conway and Murphy 2013, Mooney Simmie et al. 2016, Coolahan 2017; O’Donohue, Hartford and O’Doherty 2017). The core theme is teacher education (TE) and the school as a site for teacher education in an era of globalised educational policy and change which is heavily influenced by neoliberal elitist discourse (Sant 2019) is the setting. Neoliberal ideals and values now underpin the education policy field and teachers are negotiating increased levels of accountability and a culture of performativity (Allias 2012; Ball 2013, 2016; Apple 2013; Mooney Simmie, 2012; Conway and Murphy 2013; Connell 2013). This narrative inquiry interrogates practising teachers’ experiences of the policy shift which took place within the 2008-2018 timeframe. Heavily influenced by the Global Education Reform Movement (GERM) (Sahlberg 2007) the Organisation for Economic Co-operation and Development (OECD), and the European Commission, (Grek 2009; O’ Doherty 2014; Coolahan 2017, 2013, 2007; Sellar|and Lingard; 2013; O’Donoghue, Hartford and O’Doherty 2017; Mooney Simmie and Moles 2020) this policy shift has been largely driven by the Department of Education and Skills through the agency of the Teaching Council of Ireland. My extensive professional experience leads me to conclude that neither the voices and/or experience of teachers have been considered in this regard. (Ball 2003, 2013; Biesta 2012, 2013; Biesta et al 2015; Santoro 2017). My story, the narrative of teacher, school leader, policy maker, teacher educator and researcher are the multiple ‘I’s which provide the autobiographical lens through which we discover and know teachers’ stories. This experience and thinking with theory provide the interpretative bricolage (Kim 2016; Denzin and Lincoln 2011) through which the stories have been retold. Asking, “Who is the self that teaches?” (Palmer 2007), I understand that teachers lead “storied lives on storied landscapes” (Clandinin and Connelly 2000). On these landscapes teachers encounter sacred stories and create secret and cover stories which are seated in their ‘Professional knowledge landscapes’ (Clandinin and Connelly 1995).
Attempting to “escape the tentacles of the grand narrative of formalistic research” (Clandinin and Connelly 2000), I explore ways of ‘speaking personally, academically’, using creative approaches to compile this final research text. Thinking with theory and using writing as a method of inquiry I engage in ‘a dynamic creative process’ where writing is a method of discovery (Richardson 1994, 2018). Believing that ‘writing is validated as a method of knowing’ (Richardson 1994) and “a well written “story” has the potential to be long remembered” (Leavy 2013), I present the narrative in both poetic form as performance scripts (Pelias 2005; Denzin 2018) and as prose, using creative non-fiction (Leavy 2010; Sinner 2010; Sinner et al., 2018).
2021-04-07T00:00:00ZIdeology vs. reality – an exploration of the relationship between governance and management, and quality early childhood care and education provision
https://dspace.mic.ul.ie/handle/10395/2969
Ideology vs. reality – an exploration of the relationship between governance and management, and quality early childhood care and education provision
This research study explores the relationship between governance and management and, quality provision within the early childhood care and education system. This unique study comes at a time of unprecedented change within the ECCE sector in Ireland, where managers are subjected to inordinate governance and management responsibilities from a multitude of State bodies. Although the past 25 years have seen significant developments in relation to national quality standards, qualifications, regulations and an early childhood curriculum, it is notable that there is still no statutory requirement for ECCE managers to hold any formal qualification to support them in providing quality ECCE provision. Given the shortcomings in management practices highlighted by two RTÉ investigations, Breach of Trust (2013) and Crèches Behind Closed Doors (2019), this study questions why ECCE policy has consistently ignored the need for competent managers who hold the essential skills or knowledge to effectively manage an ECCE service at micro-setting level.
The p-resent study uses an ecological lens to examine ECCE governance across three domains: macro-governance; government departments that hold responsibility for the ECCE sector, meso-governance; POBAL, TUSLA, and the Dept. of Education and Skills (agents of the State) and micro-governance; ECCE managers within services. This qualitative research study involved 15 interviews with key stakeholders in the ECCE sector including ECCE service managers at micro-setting level and County Childcare Committee and Membership Organisation representatives at meso-support level. These participants highlight the multiple, onerous management and governance responsibilities, as well as providing insight into the challenges of being an ECCE manager working within a complex policy landscape.
Overall, the findings highlight how the macro-governance of the ECCE sector, split between the DCYA and the DES, dictates the roles and responsibilities of micro-level ECCE managers thus, significantly impacting their role and their ability to provide a quality ECCE service. Likewise, at micro-level practice, the managers knowledge and skillset too, determines their capacity to carry out these core roles and responsibilities that are essential to the development of a quality ECCE service. In light of these findings, the researcher recommends various measures for the provision of competent managers, competent management structures and a competent system of ECCE governance.
2021-04-07T00:00:00Z