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dc.contributor.creatorNí Chróinín, Déirdre
dc.contributor.creatorMitchell, Eamonn
dc.contributor.creatorKenny, Ailbhe
dc.contributor.creatorMurtagh, Elaine
dc.contributor.creatorVaughan, Elaine Claire
dc.date.accessioned2019-04-11T11:28:55Z
dc.date.available2019-04-11T11:28:55Z
dc.date.issued2013
dc.identifier.citationNí Chróinín, D. et al. (2013) 'How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?' Irish Educational Studies 32(2), pp. 251-267.en_US
dc.identifier.urihttp://hdl.handle.net/10395/2832
dc.descriptionHow can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?en_US
dc.description.abstractThis study examined pre-service primary teachers’ perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n-11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators’ (n-3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francis [Routledge]en_US
dc.relation.ispartofseries32;2
dc.rights.urihttps://doi.org/10.1080/03323315.2013.798524en_US
dc.subjectPedagogy of teacher educationen_US
dc.subjectPre-service teacher perspectivesen_US
dc.subjectPractical learning engagementen_US
dc.subjectTeacher educator reflectionen_US
dc.subjectTacit knowledgeen_US
dc.titleHow can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education? (Pre-published version)en_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/03323315.2013.798524


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