Teacher Development and Educational Change: Empowerment through Structured Reflection

2.50
HDL Handle:
http://hdl.handle.net/2428/8363
Title:
Teacher Development and Educational Change: Empowerment through Structured Reflection
Authors:
Ryan, Anne
Abstract:
Reflection and change are pivotal themes in this paper, which outlines the rationale, methodology and principal findings of a research undertaking on teacher development in Ireland. The study was based on the premise that teachers’ practices are guided in large measure by a ‘tacit knowledge’ of education, formed in response to personal and contextual factors. It was held that sustained teacher and school development relate primarily to acquiring an awareness of and engaging in ongoing reflection on this implicit theory. Participants were facilitated in structuring such reflection through images*/as subjective knowledge structures which capture their latent understandings of teaching and learning processes. It was an enlightening and empowering experience for the teachers involved, who, as a consequence, could both envision and initiate necessary improvements in their educational practices. The findings have notable implications for pre-service and in-service teacher education.
Citation:
Irish Educational Studies 2005, 24:2-3
Issue Date:
13-Feb-2007
URI:
http://hdl.handle.net/2428/8363
DOI:
10.1080/03323310500435463
Additional Links:
http://www.informaworld.com/smpp/title~content=t716100713~db=all
Submitted date:
2005-09
Type:
Article
Language:
en
ISSN:
03323315
Appears in Collections:
Journal Papers

Full metadata record

DC FieldValueLanguage
dc.contributor.authorRyan, Anne-
dc.date.accessioned2007-02-13T14:34:20Z-
dc.date.available2007-02-13T14:34:20Z-
dc.date.issued2007-02-13T14:34:20Z-
dc.date.submitted2005-09-
dc.identifier.citationIrish Educational Studies 2005, 24:2-3en
dc.identifier.issn03323315-
dc.identifier.doi10.1080/03323310500435463-
dc.identifier.urihttp://hdl.handle.net/2428/8363-
dc.description.abstractReflection and change are pivotal themes in this paper, which outlines the rationale, methodology and principal findings of a research undertaking on teacher development in Ireland. The study was based on the premise that teachers’ practices are guided in large measure by a ‘tacit knowledge’ of education, formed in response to personal and contextual factors. It was held that sustained teacher and school development relate primarily to acquiring an awareness of and engaging in ongoing reflection on this implicit theory. Participants were facilitated in structuring such reflection through images*/as subjective knowledge structures which capture their latent understandings of teaching and learning processes. It was an enlightening and empowering experience for the teachers involved, who, as a consequence, could both envision and initiate necessary improvements in their educational practices. The findings have notable implications for pre-service and in-service teacher education.en
dc.format.extent818463 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.relation.urlhttp://www.informaworld.com/smpp/title~content=t716100713~db=allen
dc.subjectTeacher developmenten
dc.subjectPre-service and in-service teacher educationen
dc.subjectIrelanden
dc.titleTeacher Development and Educational Change: Empowerment through Structured Reflectionen
dc.typeArticleen
dc.format.digYES-
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