TY - JOUR
T1 - Exploring the nature and implications of student teacher engagement with development education initiatives
AU - Baily, Fiona
AU - O’Flaherty, Joanne
AU - Hogan, Deirdre
N1 - Publisher Copyright:
© 2017 Educational Studies Association of Ireland.
PY - 2017/4/3
Y1 - 2017/4/3
N2 - In this article, the authors outline and discuss the findings of a research study, which explored student teacher engagement with development education (DE) interventions implemented within Professional Master of Education (PME) programmes across eight Irish Higher Education Institutions. Interpretivist methods were employed incorporating questionnaires administered to 536 student teachers pre and post the DE intervention and 6 focus group discussions conducted with 26 student teachers. Findings indicate that the capacity of PME students to engage with development issues and integrate DE into their teaching has strengthened considerably because of their participation in the intervention. However, in order to build upon this more must be done with respect to: strengthening student teachers’ knowledge of development issues; embedding DE further across PME programmes; enhancing practical engagement with DE on School Placement and prioritising DE-related research and reflection. Findings align with a conceptual understanding of DE as a complex system.
AB - In this article, the authors outline and discuss the findings of a research study, which explored student teacher engagement with development education (DE) interventions implemented within Professional Master of Education (PME) programmes across eight Irish Higher Education Institutions. Interpretivist methods were employed incorporating questionnaires administered to 536 student teachers pre and post the DE intervention and 6 focus group discussions conducted with 26 student teachers. Findings indicate that the capacity of PME students to engage with development issues and integrate DE into their teaching has strengthened considerably because of their participation in the intervention. However, in order to build upon this more must be done with respect to: strengthening student teachers’ knowledge of development issues; embedding DE further across PME programmes; enhancing practical engagement with DE on School Placement and prioritising DE-related research and reflection. Findings align with a conceptual understanding of DE as a complex system.
KW - complex and adaptive systems
KW - critical pedagogy
KW - development education
KW - initial teacher education
UR - http://www.scopus.com/inward/record.url?scp=85019667080&partnerID=8YFLogxK
U2 - 10.1080/03323315.2017.1327367
DO - 10.1080/03323315.2017.1327367
M3 - Article
AN - SCOPUS:85019667080
SN - 0332-3315
VL - 36
SP - 185
EP - 201
JO - Irish Educational Studies
JF - Irish Educational Studies
IS - 2
ER -