Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study

Gardiner-Hyland, Fiodhna and Horgan, Kathleen (2019) Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study. European Journal of Teacher Education. ISSN 0261-9768


Access to elementary school teaching in Ireland is provided through concurrent and consecutive programmes of teacher education which are accredited by the professional standards body for the teaching profession, The Teaching Council, established in 2006. As a member state, Ireland is influenced also by the European Commission’s work on teacher education, which prioritises the improvement of teacher quality and teacher education. Following an International Review Panel Report (2012) on behalf of the Department of Education and Skills on Initial Teacher Education provision, specific recommendations were made in terms of enhancing teacher education programmes in Ireland. Part of this reconceptualisation included increased duration of the B.Ed. Degree from a three- to a four-year programme; the inclusion of undergraduate research-informed teaching; reflective portfolios; guided reflection; examination of the transition from teacher education to school; mentoring; induction and school leadership. The first students were enrolled on this reconceptualised programme in September 2012 and completed their studies in 2016. Following a similar review, the three-semester Graduate Diploma in Primary Teaching was reconceptualised and extended to a two-year programme leading to the award of a Professional Master of Education (Primary Teaching) degree. The first cohort of students commenced this programme in Autumn 2014 and graduated in 2016. This longitudinal study involved students who participated in the B.Ed programme prior to its reconceptualisation.

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