Now showing items 1-5 of 5
R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education
(Australasian Society for Computers in Learning in Tertiary Education, 2015)
This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context - that of a programme of teacher education while concomitantly producing a ...
‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland
(Taylor & Francis, 2018-01-15)
There has been extensive research internationally describing teachers homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, ...
From iTE to NQT: Evaluating newly qualified teachers use of mobile technology in their first two years of teaching
(IGI Global, 2018-04)
This article outlines a study to examine if newly qualified teachers (NQTs) who had incorporated iPad within pedagogical practice during initial teacher education, continued to do so in their first two years of teaching, ...
Educational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionable
(Taylor & Francis (Routledge), 2018-03-24)
This paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains ...
Socio-demographic composition of primary initial teacher education entrants in Ireland
(Taylor & Francis, 2018-10-24)
The homogeneity of the teaching profession is an international, as well as national, phenomenon. In an era of significant demographic change in schools and education policy development in Ireland and across Europe, the ...