SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION (SITE), 2010
San Diego, 29th March to 2nd April 2010.
Alison Egan, Director ICT & ELearning, presented on the following paper
Pre-Service Teachers' Vision of ICT in the Classroom
Preservice postgraduate education students, who are graduates of various disciplines, are introduced to Web 2.0 technologies in an intensive four week course within their teacher education programme. The programme is assessed partly by creation of a group podcast which must include comments relating to their experience of Web 2.0 and their vision of the use of such in their teaching. Despite the experience of the programme, many still do not have a vision of the potential of such technologies for their teaching. There is some development in the students’ vision subsequent to the module as evidenced in the content of their mp3 assignment uploaded at the end of the course. The findings suggest that a longer programme may be required with specific focus on classroom application.
Publication:
Egan, A. & FitzGibbon, A. (2010). Preservice teachers' vision of ICT in the classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3226-3231). Chesapeake, VA: AACE
The Sixth International Research in Music Education Conference (RIME)
Exeter University, 14-18th April 2009.
Máire Nuinseann, lecturer in music education, presented on the following paper.
Three Musicians In Ireland: Teaching and Learning in differing learning contexts
This paper focuses on the teaching, learning and transmission practices of three musicians in Ireland. Its purpose is to provide greater insight into current transmission/ pedagogical music practices in an Irish bi-cultural context. This case study forms part of a larger research project which is primarily concerned with teaching and learning processes in children’s bi-musical learning i.e. children who simultaneously engage in both classical music genres and in traditional Irish folk music.
Historically, formal music education in Ireland and informal traditional music practices were socially and culturally worlds apart. As McCarthy points out this dynamic began to change in post-independent Ireland. Marked changes in music educational thinking of recent decades have contributed to further shifts in this perceived formal /folk music dynamic resulting in greater interface between the varied processes of transmitting and acquiring music. At this juncture practical instrumental learning in the Irish context remains primarily outside the formal education system and is the domain of the private school, the musical institution or generally in the case of traditional music learning is a community based process. This has resulted in the emergence of musicians engaged in two relatively distinct musical systems, a phenomenon that has been described by Ó Suilleabháin as the bi-cultural or classico/traditional musician.
The participants in this study are all active and highly motivated teachers, engaged in passing on either classical instrumental or Irish traditional music and represent different view points on a continuum between formal/informal and oral/literate transmission practices. The interviews, which took place in 2008, were semi-structured, focusing on issues of teaching and learning, derived form related literature. These interviews of one to two hour duration were conducted in an open ended manner encouraging people to talk about their experiences and views, resulting in narratives which reflect a fascinating interplay of attitudes, beliefs and practices.
AMERICAN EDUCATIONAL RESEARCH ASSOCIATION 2009
San Diego, April 13th to 17th
Here are details of the papers presented by lecturers from Marino Institute of Education at the 2009 American Educational Research Association (AERA) Annual Conference.
Gene Mehigan and Seán Delaney
Developing a Mission, Vision, and Agenda for the Irish Colleges of Education Research Consortium (CERC)
The Colleges of Education Research Consortium (CERC) was established in 2003 as a locus of information, networking and collaboration for research and research-related activities for the five colleges of education in the Republic of Ireland. CERC brings together beginning and experienced researchers from diverse research traditions and methodological approaches, thereby capitalizing on the potentials and possibilities for interdisciplinary, theoretical, conceptual and applied research in areas of education such as curriculum, learning, evaluation, teaching and teacher education. This paper explores some of the recent research undertaken by Irish teacher educators as part of this consortium.
Seán Delaney
Using Qualitative and Quantitative Methods to Study Construct Equivalence of a Teacher Knowledge Construct
The paper focuses on evaluating construct equivalence of Mathematical Knowledge for Teaching (MKT) in the United States and Ireland. The paper was built around three questions (a) is the knowledge teachers need to teach mathematics in Ireland similar to the knowledge that has been elaborated in the United States? (b) what methods can be used to establish equivalence of a teacher knowledge construct in new settings? (c) what challenges were encountered in using these methods? MKT was conceptualized in the United States by studying the work of teaching and identifying the mathematical knowledge that was “used – or might be used” (Ball & Bass, 2003) by teachers. Therefore, if the work of teaching observed in Irish lessons was similar to the work of teaching that informed MKT, the measures based on the construct of MKT were likely to measure knowledge that was important for mathematics teaching in Ireland. Conceptual equivalence, factorial similarity, and factorial equivalence (Singh, 1995) of MKT were investigated in both countries. Mathematics lessons taught by a convenience sample of 10 Irish teachers were analyzed to identify the mathematical tasks of teaching. The lessons were analyzed using open coding (Corbin & Strauss, 2008) to identify the mathematical tasks of teaching evident in the Irish lessons. These tasks were compared to tasks that informed the development of MKT. In addition, exploratory and confirmatory factor analyses were conducted on the responses of 501 Irish teachers – selected from a national random representative sample of schools – to items based on the construct of MKT. These factor analysis results were compared to similar factor analyses of U.S. teacher responses. The first conclusion is that, with few exceptions, MKT in Ireland is similar to MKT in the United States and that teachers’ scores on the translated U.S. items reflect knowledge that is related to the work of teaching in Ireland. Second, the combination of qualitative and quantitative methods provided a valuable way to evaluate conceptual equivalence of MKT in other settings. Third, the qualitative approach to studying construct equivalence was worthwhile but such an analysis was hampered by the absence of an adequate conceptualization of the mathematical work of teaching.
EDUCATIONAL STUDIES ASSOCIATION OF IRELAND 2009
Kilkenny, April 2nd to 4th.
Here are details of the papers presented by lecturers from Marino Institute of Education at the 2009 Educational Studies Association of Ireland (ESAI) Annual Conference.
Anne O’Gara
Consultation with Parents in the Development of the School Plan
The concept of giving a voice to parents in the education of their children is still very new in Irish education. The Education Act in 1998 emphasises the importance of a partnership approach to the development of the school plan. Department of Education and Science circular letters, policy guidelines and publications encourage consultation with parents in the development of aspects of school policy. This presentation explores whether the aspiration of partnership as espoused in Irish legislation and in DES circular letters, policy guidelines and publications is being realised through the process by which parents are currently consulted in the context of school development planning.
Anne Ryan
Sustaining learning: Reconceptualising Teacher Education for Development Education
As the global agenda gathers momentum in education, the question of how best to prepare teachers for their role as development educators should be of central concern. It is suggested that as effective development education is ultimately premised on teacher dispositions, then teacher learning in this area ideally requires an experiential component. Findings are presented from a study conducted with Irish student teachers following their placement in African schools and communities. Highlighting the profound personal and professional impact of ‘living with’ development issues, they indicate that much valuable ‘theory’ may emerge from such experience. With critical reflection, this tacit knowledge may significantly enhance teacher practice and student learning in the context of development education in schools.
Frances Murphy (St. Patrick’s College) and Caitriona Cosgrave
What about PE in primary schools? Perspectives of beginning teachers
It is widely acknowledged that Physical Education (PE) at primary level has a valuable contribution to make to a child’s development and that the primary teacher is central in this development. As primary teachers enter the profession and begin to teach PE, their background in PE and their attitudes and experiences in teaching PE merit investigation. This paper is based on responses to a pilot questionnaire administered to beginning teachers who graduated with a postgraduate diploma in primary teaching (2008). Data will be presented and findings discussed regarding (a) their personal backgrounds and experiences in PE, physical activity and sport and (b) their perspectives on PE in the primary school upon completion of their course.
Gene Mehigan and Seán Delaney
Perceptions of Pre-service Primary Teacher Educators on the Preparation of Prospective Teacher Educators
Many unanswered questions exist about the preparation of teacher educators and what is required to do the work of a teacher educator. In investigating the preparation of teacher educators the perspective of those currently engaged in the work is worthy of particular consideration. This paper is based on written responses to a questionnaire sent to teacher educators who are working full-time on recognized primary pre-service teacher education programmes in the Republic of Ireland. It focuses on the desired criteria for the appointment of full-time teacher educators and the competences and qualification of prospective teacher educators as perceived by those currently in the profession.
Seán Delaney and Gene Mehigan
Becoming and Being a Primary Teacher Educator
Although teacher educators are few in number, collectively they must possess expert knowledge about teachers, students, teaching, learning and subject matter. But unlike teachers or principals, no explicit qualifications or work experience are required. Furthermore, relatively little has been written about their qualifications, prior experiences, or their motivation for entering the profession. Such information could lead to greater understanding of teacher educators and teacher education. The presentation is based on written responses to a questionnaire received from about 50% of Irish primary teacher educators. Information will be provided on their qualifications, prior work experiences, and inspiration for becoming teacher educators.
For information on any of these projects contact the authors directly or e-mail research@mie.ie.