Teacher Preparation in Northern Ireland PDF Download
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Author: Séan Farren
Publisher: Emerald Group Publishing
ISBN: 1787546497
Category : Education
Languages : en
Pages : 162
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Book Description
This book addresses the history of teacher preparation in Northern Ireland, paying particular attention to the distinctive political and religious influences in the country and how these have impacted teacher education.
Author: Séan Farren
Publisher: Emerald Group Publishing
ISBN: 1787546497
Category : Education
Languages : en
Pages : 162
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Book Description
This book addresses the history of teacher preparation in Northern Ireland, paying particular attention to the distinctive political and religious influences in the country and how these have impacted teacher education.
Author: Thomas O'Donoghue
Publisher: Emerald Group Publishing
ISBN: 1787149552
Category : Education
Languages : en
Pages : 264
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Book Description
This study of teacher preparation policy and practice in Ireland from Independence in 1921 to the present, highlights, within an international context, the extent to which the focus of preparation moved from nation-building until 1967, when free second-level education was introduced, to one concerned with improving the country’s human capital.
Author: Séan Farren
Publisher: Emerald Group Publishing
ISBN: 1787546470
Category : Education
Languages : en
Pages : 152
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Book Description
This book addresses the history of teacher preparation in Northern Ireland, paying particular attention to the distinctive political and religious influences in the country and how these have impacted teacher education.
Author: Higher Education Review Group for Northern Ireland
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 0
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Book Description
Author: Great Britain. Department of Education for Northern Ireland
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 20
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Book Description
Author: Higher Education Review Group for Northern Ireland
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 78
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Book Description
Author: Northern Ireland. Comptroller and Auditor General
Publisher: Stationery Office Books (TSO)
ISBN: 9780102573985
Category : Teachers
Languages : en
Pages : 48
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Book Description
Author: Diane Mayer
Publisher: Springer Nature
ISBN: 981163775X
Category : Education
Languages : en
Pages : 225
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Book Description
In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.
Author: Diane Mayer
Publisher: Critical Publishing
ISBN: 1913453324
Category : Education
Languages : en
Pages : 87
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Book Description
You can successfully develop your higher education research profile while balancing the demands of training teachers and administration. While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered. This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers. Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles. Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.
Author: Olwen McNamara
Publisher: Springer Science & Business Media
ISBN: 9400778260
Category : Education
Languages : en
Pages : 320
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Book Description
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
