‘Learningplace’ Practices and Pre-service Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

“…However, learning in the practicum can be rather superficial-not moving beyond teaching activities and classroom routines (the how of teaching) and serving merely to socialize student teachers into the status quo which may "lead to a reproduction of traditional habits and norms" (Korthagen, 2016) of which some may be undesirable. We concur with Conway et al (2014) that while schools are envisioned as sites for learning in initial teacher education, in general, schools do not foreground the learning of student teachers intentionally. For a school to serve as a site for meaningful workplace learning it needs to be reframed as a "learningplace" for the development of professional practice knowledge of student teachers.…”

“…It is against this background that we report on the University of Johannesburg's (UJ) efforts at offering teacher education in partnership with a university-affiliated school with the aim of developing inquiry-oriented novice teachers, who have a sound understanding of child development. In this paper, we address the following questions: What have we learned, through an analysis of extant research on the UJ teacher education program, of what it takes to develop a "learningplace" (Conway et al, 2014) conducive to student teachers' development of professional practice knowledge? What role does mentoring play?…”

A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland

“…Each acknowledged the high status accorded to teachers in Ireland (Conway et al 2009). Significantly, all three reports identified the need for greater coherence and integration in relation to the continuum of teacher education as a key feature of developing higher-quality primary and post-primary education in Ireland (Coolahan 2007;Conway, Murphy, and Rutherford 2013;Conway et al 2009;Teaching Council 2011a). Compared to the rolling review that has been occurring over the last two decades in relation to curriculum and assessment at primary and post-primary levels (Looney and Klenowski 2008), it is notable that a number of important developments in teacher education occurred since the early 2000s, especially from 2007 onwards.…”

“…Each of these domains of work has been the focus of policy, regulations and new compliance with regulation-type accountabilities, through the registration process for individual teachers and through the QA and accreditation systems for programmes of teacher education (see Table 3) (Conway, Murphy, and Rutherford 2013).…”

La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación

“…La formación del profesorado de primaria y de secundaria 1 se ha centrado en dos enfoques contrastantes: Por un lado, en un enfoque burocrático y técnico centrado en la medición del rendimiento con fines esencialmente de monitoreo y responsabilidad individual; y por otro, en un enfoque desarrollista basado en una concepción de la enseñanza como práctica compleja y contextualizada, cuyos patrones de evaluación privilegian la reflexión, la creación del sentido conjunto y la identificación de necesidades y oportunidades de desarrollo profesional (Conway, Murphy y Rutherford, 2010;Darling, 2000Darling, , 2017.…”