How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the "practical' in teacher education?

Chroinin, D. N. and Mitchell, E. and Kenny, A. and Murtagh, E. and Vaughan, E. (2013) How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the "practical' in teacher education? pp. 251-267.

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Official URL: http://www.tandfonline.com/doi/pdf/10.1080/0332331...

Abstract

This 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.

Item Type: Article
Additional Information: Chroinin, Deirdre Ni Mitchell, Eamonn Kenny, Ailbhe Murtagh, Elaine Vaughan, Elaine; chen, zhu/K-5923-2013; Vaughan, Elaine/J-8830-2014; Vaughan, Elaine/0000-0003-2177-6767
Depositing User: Colin Lowry
Date Deposited: 30 Nov 2015 17:47
Last Modified: 30 Nov 2015 17:47
URI: http://eprints.teachingandlearning.ie/id/eprint/1997

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