Public Lecture: Teaching Through The Looking Glass: Teacher Identity in Uncertain Times
Dr. Anne Looney, Executive Dean of DCU Institute of Education
Tuesday 2nd May, 6.30pm (Refreshments served at 6pm) Seamus Heaney Lecture Theatre, Cregan Library, DCU St Patrick’s Campus, Drumcondra, Dublin 9
Full details below. Please RSVP by Monday 1st May to email@example.com.
Being and Belonging: Student-Teachers' Contextual Engagement in Post-Primary Schools
(Thursday 27th April, 1pm, Room SPD.G401 - Enda Donlon & Elaine McDonald)
Being and belonging to a school community in the context of school placement extends far beyond the boundaries of the classroom, and yet the examination of student-teachers while on school placement continues to focus, almost exclusively, on classroom-based activities. In response to the evolving understanding of the complex and multifaceted nature of student-teacher engagement in placement schools, the BRelEd concurrent teacher education programme at the DCU Institute of Education has introduced a ‘Contextual Engagement Period’ (CEP) as a mandatory element of each student’s placement. This contextual engagement period consists primarily of “non-teaching hours in schools [...] to facilitate greater emphasis on classroom observation, collaborative work with experienced staff, and greater engagement with the life of the school” (Teaching Council of Ireland, 2013, p. 12). In short, student teachers are expected to demonstrate proficiency not just in the classroom but in the socio-cultural context of the school community. This seminar considers the value and implications of this contextual engagement period with regard to school placement and teacher education, and the importance of such ‘non-teaching activities’ regarding the professional and personal development of ITE students.
Elaine McDonald is based in the School of Policy and Practice at the DCU Institute of Education. Enda Donlon is based in the School of STEM Education, Innovation and Global Studies at the DCU Institute of Education.
Embodiment in Teacher Education; A Qualitative Study
(Thursday 6th April, 1pm, Room SPD.G401 - Paula Murphy)
This study draws upon various forms of reflection to highlight the relevance of embodiment to the present moment dimension of the art of teaching. Within the context of the B.Ed4 minor specialism in Drama at DCU (Oct.-Dec. 2015), it examines student teachers’ experiences of facilitating a school based drama project in light of their participation in a programme based on somatic movement education. The aesthetic and pedagogical process involved was informed by the researcher’s recent accreditation in the area of somatic movement education and therapy (ISMETA – International Somatic Movement Education and Therapy Association).
Agency, Participation and Action: Student Teachers' Journeys as Geography, Environmental and Outdoor (GEO) Educators
(Thursday 30th March, 1pm, Room SPD.G401 - Susan Pike)
Geography is a subject on the Primary School Curriculum (1999), and many students on pre-service courses at the Institute take Geography Education modules. Due to many reasons, not least the nature of Primary schools, these courses include significant experiences of Environmental and Outdoor Education. Susan's presentation will focus on student teachers' journeys, in relation to Geography, Environmental and Outdoor Education, over time. Numerous features and findings of the research will be considered:
- Students' roles and actions, as participants in the research project;
- Students' initial thoughts and experiences of how we teach them about the pedagogies of subjects in schools;
- Students' experiences of teaching of subjects including Geography, in primary schools;
- Students' emerging sense of agency in relation to how they can facilitate children's learning in Geography and other subjects.
Susan would also like to explore links and collaborations we can make in how we conduct teacher education within disciplines.
Dr Susan Pike is based in the School of STEM Education, Innovation and Global Studies at the DCU Institute of Education.
Professional Development and Teachers' Understanding of the Individual Education Plan Process
(Thursday 16th March, 1pm - Órla Ní Bhroin and Fiona King)
This presentation aims to explore the impact of professional learning related to the individual education plan process on practices of teachers and teacher educators. It draws on a mixed methods study, undertaken in the Republic of Ireland, which employed King’s (2014) evaluation framework to evaluate the impact of an award-bearing model of professional development. Analysis identifies strengths and areas for development in the design, implementation and review of individual education plans and argues for teacher educators to unpack what constitutes effective practice around enabling collaboration and the contextualization of individual education plans into whole school planning and curriculum. This study adds to the current knowledge base informing teacher educators on the nature of professional development to enhance professional learning related to the individual education plan process and demonstrates the transformative potential of an award-bearing model of professional development.
Public Lecture: Creating a distinctive practice-based teacher education programme through a research informed approach [Tuesday 31 Jan 2017]
Seminar Series 2015/16
The CREATE21 Seminar Series provides a forum for disseminating the research projects of the centre and this semester, the following six seminars will be held in G401 on Thursdays from 1.05pm to 1.55pm.
11th February 2016
Dr Andrew O'Shea and Dr Maeve O'Brien
Students' perspectives on creativity in Initial Teacher Education.
14th April 2016
Dr Therese Dooley, Miriam Ryan, Aisling Twohill, Dr Siún Nic Mhuirí
Mathematical content knowledge of pre-service teachers: A study of first year BEd students.
28th April 2016
Dr Sandra Austin
Teacher and teacher educator collaborative study: Exploring the impact of co-teaching science.
5th May 2016
Ann Marie Farrell
Preliminary evaluation of the integration of special educational needs (SEN) in Year 2 of the BEd programme.
12th May 2016
Dr Una McCabe
Creating a Devised Drama with children to engage with the Curriculum: Lessons for student teachers and teacher educators.