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Now showing items 251-256 of 256
A melange or a mosaic of theories? How theoretical perspectives on children’s learning and development can inform a responsive pedagogy in a redeveloped primary school curriculum
(Mary Immaculate College, University of Limerick, 2018)
We are living in a rapidly evolving society, where cultural, ethnic, religious, and linguistic diversity is the norm. Parallel to this changing societal zeitgeist is the development of an increasing awareness and understanding ...
Experiences, barriers and identity: the development of a workshop to promote understanding of and empathy for the migrant experience (Pre-published)
(Centre for Global Education, 2017)
This article explores the development of a workshop that was designed to provide participants with a safe space in which to explore and empathise with the experiences of migrants. In this case the Irish centenary ...
Exploring global citizenship education through integrated curricula (Pre-published)
(Centre for Global Education, 2016)
This article is informed by a qualitative case study of a primary school in England which developed an integrated school curriculum which focused on global citizenship education (GCE). The school followed a number of steps ...
How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education? (Pre-published version)
(Taylor & Francis [Routledge], 2013)
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 ...
Becoming an educator in and through the arts: forming and informing emerging teachers' professional identity (Pre-published version)
(Elsevier, 2015)
This article examines student experience and identity formation within an arts education module (involving music, drama and visual arts) on an initial teacher education programme in Ireland. Student reflections (n ¼ 106) ...
‘In their shoes’: exploring a modified approach to peer observation of teaching in a university setting (Pre-published version)
(Taylor & Francis [Routledge], 2013)
Peer observation of teaching (POT) has become common practice in many universities. However, it could be argued that existing models often have limited scope for understanding the student experience. This study presents a ...