2019 Graduates BEd dissertation research Presentation

Clodagh Doherty, Dr. Ken Fennelly Secretary to the General Synod of Education who chaired the session, Jenny Galbraith and Elsa Griffin

Three 2019 Graduates presented their B.Ed dissertation research to the current 4th year B.Eds.

Clodagh Dougherty

How labels attached to children and the way in which this information is shared affect a student-teacher’s sense of efficacy on school placement

Clodagh argued that student teachers should have the opportunity to develop a strong sense of efficacy because of their learning about inclusion as part of their initial teacher education programme. However, she noted that the school placement experiences of student teachers are also a key factor in their evolving inclusive practice. The attitudes and communication of practising teachers about children with special educational needs can provide challenge to student teachers experience. Clodagh argued that practising teachers would benefit from more continuing professional development on inclusive education and that opportunities for dialogue between student teachers and class teachers are essential to promote reflective, inclusive practice.

Jenny Galbraith

A study into the practice of gardening in the primary schools and how it impacts on children academically, socially and emotionally

Jenny set out to explore why primary schools might have a garden, how gardening in the school context impacts children’s learning and what the benefits and challenges of the school garden are. Her findings from the study were that gardening can be integrated across a wide range of curriculum subjects. She also found that gardening engaged many different learners and had the potential to positively impact the learning and self-esteem of those who were challenged in the classroom setting. A school garden also provided opportunities for social engagement by children with their peers, with adults in the school community and family. She found that the attitude of the teacher towards the garden was key to its success or failure in a school context. She recommended that more emphasis needs to be put on gardening in Initial Teacher Education and Continuing Professional Development to support teachers in using a school garden as a key learning resource.

Elsa Griffin

The importance of providing opportunities for outdoor learning and play n early childhood education.

Elsa explained that outdoor learning does not just mean learning about the outdoors but includes learning in the outdoors. She argued that outdoor learning is multi-sensory and thus, is inclusive of all learners and their needs. There is evidence that children’s enjoyment in learning increases when they learn outdoors. Outdoor learning also provides opportunities for release of energy and social engagement. Elsa’s key findings were that children enjoyed learning outdoors and that their learning benefited from being outdoors. She also found that teachers are aware that the outdoor environment is a very beneficial resource and that they need to be reminded to utilise that resource more often.