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Mentoring and assessing student teachers on school placement: Integrating theory and practice

Hall, Kathy, Murphy, Regina orcid logoORCID: 0000-0002-1575-4249, Ní Áingléis, Bernadette and Rutherford, Vanessa (2019) Mentoring and assessing student teachers on school placement: Integrating theory and practice. Education Research Perspectives, 46 . pp. 77-107. ISSN 1446-0017

Abstract
This paper examines the extent to which School Placement (SP) maximizes opportunities for integrating theory and practice in student teachers’ professional learning. Part of a larger project (Hall et al, 2018) the paper is based on a four-year longitudinal study, commissioned by the Teaching Council of Ireland, of a new policy initiative in which teacher educators are required to work in partnership with schools to equip student teachers to teach critically and reflectively. The paper briefly summarizes the current policy in Ireland against relevant international literature on SP. The main part of the paper analyses evidence on mentoring and assessment, and the respective roles adopted by Higher Education Institution (HEI) tutors and school-based staff, highlighting some alignments and tensions in these roles. It discusses the variability of experience and the implications for maximising the fit between theory and practice in the experience of the student teacher.
Metadata
Item Type:Article (Published)
Refereed:Yes
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Policy & Practice
DCU Faculties and Schools > Institute of Education > School of Arts Education & Movement
Publisher:University of Western Australia
Official URL:https://www.erpjournal.net/volume-46
Copyright Information:Online, open access journal
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:24279
Deposited On:16 Mar 2020 16:31 by Regina Murphy . Last Modified 28 Aug 2020 10:57
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