School-Based Work in Initial Teacher Education: Responding to Policy in Practice

Áingléis, Bernadette Ní; Looney, Anne

doi:10.1007/978-981-13-2026-2_17

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…The cooperating teacher is the actor with whom the PST has the most direct contact on SP and has a large potential influence upon digital competence and attitudes of PSTs [80,81]. An important contextual factor is the absence of any requirement upon schools in the RoI to provide SP opportunities [82]. Consequentially, there exists a 'loose informal partnership' [83] (p. 208) where schools volunteer to host PSTs but are not formally involved in their assessment.…”

Section: Cooperating Teachersmentioning

confidence: 99%

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

Moynihan,

Gorman,

Leahy

et al. 2023

Education Sciences

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In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy.

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Section: Cooperating Teachersmentioning

confidence: 99%

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

Moynihan,

Gorman,

Leahy

et al. 2023

Education Sciences

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A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland

Mitchell,

Young,

Hayes

et al. 2023

European Journal of Teacher Education

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Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland

Farrell

2021

Irish Educational Studies

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While challenges faced by school leaders during the COVID-19 pandemic have been extensively discussed, this article explores ways in which student teachers have demonstrated 'adaptive expertise' in response to a changing educational landscape that have enabled them to support schools during this public health emergency. Discerning school leaders have over the past twelve months looked to student teachers on school placement to demonstrate teacher leadership in supporting schools during the COVID-19 education crisis. This qualitative research draws on in-depth interviews with school leaders [10], co-operating teachers [10] and student teachers [10] across ten case study schools on a teacher education programme in Ireland. It highlights the way in which the COVID-19 pandemic has provided an impetus for the development of democratic pedagogical partnerships in ITE triggered by a need for collaborative engagement underpinned by responsive pedagogy and digital enhanced learning. The data also supports the view that the expertise that student teachers can offer schools in relation to their digital competence can significantly assist in fostering collaborative and reflective practice and bridge the perennial theory/practice divide.

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School-Based Work in Initial Teacher Education: Responding to Policy in Practice

Cited by 3 publications

References 19 publications

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland

Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland

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