Learning to Teach Primary Geography in the Context of School Placement: Lessons from an All-Ireland Study

Autor/inn/en	Dolan, Anne M.; Waldron, Fionnuala; Pike, Susan; Greenwood, Richard
Titel	Learning to Teach Primary Geography in the Context of School Placement: Lessons from an All-Ireland Study
Quelle	In: European Journal of Teacher Education, 39 (2016) 1, S.20-35 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1005734
Schlagwörter	Teaching Methods; Geography Instruction; Foreign Countries; Placement; Educational Change; Student Teachers; Teaching Experience; Surveys; Focus Groups; Interviews; Student Teacher Attitudes; Teacher Education; Educational Environment; Teacher Educators; Elementary School Teachers; Theory Practice Relationship; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Geography education; Geography lessons; Geografieunterricht; Ausland; Betriebspraktikum; Praktikum; Bildungsreform; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrerausbildung; Lehrerbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher education; Education; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Irland
Abstract	Teaching education is Ireland is currently undergoing significant structural and conceptual changes. School placement is at the centre of these reforms. This article reports the findings of an all-Ireland study which investigates student teachers' experiences of teaching geography during their school placements. Based on data collected from surveys and focus group interviews with one cohort of B.Ed. students, this study illustrates the emotional journey of school placement, emerging identities as teacher, the positive impact of initial teacher education, the problematic nature of messages from "third parties" and conflicting conceptualisations of geography. The findings of this study are important for student teachers and teacher educators as they illustrate the complexity of school placement and the importance of emotional as well as cognitive engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01