Research capacity and initial teacher education reform: Irish experiences, international perspectives

Journal article

Gleeson, Jim, Gleeson, Jim, Sugrue, Ciaran, Sugrue, Ciaran and O'Flaherty, Joanne. (2017). Research capacity and initial teacher education reform: Irish experiences, international perspectives. Teaching and Teacher Education. 62, pp. 19 - 29. https://doi.org/10.1016/j.tate.2016.11.001
AuthorsGleeson, Jim, Gleeson, Jim, Sugrue, Ciaran, Sugrue, Ciaran and O'Flaherty, Joanne
Abstract

As globalisation intensifies and economies struggle to address ‘austerity’, educational reform continues unabated. In the case of initial teacher education (ITE) the pendulum swings between practice and research with a growing emphasis on teacher educators' expertise. International ITE discourses provide an important context for recent Irish policy and reforms. Against this backdrop, the findings of a systematic study of the research capabilities and activities of ITE faculty are critically analysed and discussed. The evidence indicates a considerable mismatch between policy intentions and teacher educators' current capacities. Policy implications are identified and discussed and their possible significance for other systems considered.

KeywordsInitial teacher education policy; Practice and reform; Teacher educators' research capacity and activity; Voice of teacher educators
Year2017
JournalTeaching and Teacher Education
Journal citation62, pp. 19 - 29
PublisherElsevier
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2016.11.001
Scopus EID2-s2.0-84999008881
Page range19 - 29
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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