The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education.

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Bracken, Meliosa and Bryan, Audrey (2010) The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education. Policy and Practice - A Development Education Review, 11. pp. 22-41. ISSN 1748-135X

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Official URL: https://www.developmenteducationreview.com/

Abstract

In this article, Melíosa Bracken and Audrey Bryan explore the usefulness of reflective practice as a self-evaluative learning tool for development educators involved in formal education settings. Drawing on data derived from the reflective practice portfolios of students enrolled in an initial teacher education programme as well as from in-depth interviews with in-career teachers, insights are offered into some of the pedagogical struggles, uncertainties and dilemmas faced by teachers of development or global issues in post-primary schools in the Republic of Ireland. The findings are drawn from a much larger forthcoming study supported by Irish Aid which critically explores how the so-called ‘developing world’ gets constructed as ‘knowable’ to young people in an Irish context.

Item Type:	Article
Keywords:	Reflective Practice; teacher education; monitoring and evaluation; development education; global citizenship education.
Academic Unit:	Faculty of Social Sciences > Adult and Community Education
Item ID:	13263
Depositing User:	Melíosa Bracken
Date Deposited:	23 Sep 2020 11:50
Journal or Publication Title:	Policy and Practice - A Development Education Review
Publisher:	Centre for Global Education
Refereed:	Yes
Related URLs:	Publisher
URI:	https://mural.maynoothuniversity.ie/id/eprint/13263
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education.

Abstract

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