Dooley, Colm Gerard
(2021)
Unearthing Pedagogy: Recitative to reasoned practice.
An exploration of the documented pedagogical understandings and practice of a
cohort of PST students in an ITE programme in Ireland.
PhD thesis, National University of Ireland Maynooth.
Abstract
A generation of policy publications focussed on lower secondary education in Ireland
are now operational for several years. These policies conceptualise the role of
pedagogical understanding and practice for classroom practitioners. This research
explores the origins and intent of the pertinent policies with the aim of forming a
contextualised conceptualisation of sought pedagogical capacity.
The analysis framework employed has been constructed from Shulman’s revised
Pedagogical Content Knowledge (PCK) construct (2012) and Loughran’s PCK enactment
mechanisms. For this study this forms an investigative focus for the policy and
portfolio analyses.
Initial Teacher Education (ITE) has often been lauded as the stage in the teacher
education continuum which permits the highest level of attitudinal and practice
change in teachers. For this reason, this research explores the levels of pedagogical
understanding and practice amongst a cohort of PST teachers in a sample Irish ITE
programme. This exploration takes the form of a Qualitative Content Analysis of the
student teacher’s reflective portfolios and a semi-structured focus group. Emergent
challenges and opportunities to the development of PCK understanding and practice
for the PSTs during their ITE phase are also explored and documented.
Throughout this explorative study, efforts have been made to gather evidence and
document experience that contribute to the construction of artefacts, concerned with
the promotion of pedagogical development in ITE. The results of these efforts are
included as appendices at the end of this study.
| Item Type: |
Thesis
(PhD)
|
| Keywords: |
Unearthing Pedagogy; Recitative; reasoned practice;
exploration; documented pedagogical understandings; PST students; ITE programme; Ireland; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
16048 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
02 Jun 2022 11:11 |
| URI: |
|
| 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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