New Educational Horizons in Contemporary Ireland: Trends and Challenges. Rethinking Education. Volume 9

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Sonst. Personen	Grenham, Thomas G. (Hrsg.); Kieran, Patricia (Hrsg.)
Titel	New Educational Horizons in Contemporary Ireland: Trends and Challenges. Rethinking Education. Volume 9
Quelle	(2012), (373 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-0343-0274-6
Schlagwörter	Foreign Countries; Educational Change; Educational Trends; Futures (of Society); Elementary School Curriculum; Elementary Schools; Catholic Schools; Lifelong Learning; Teacher Education; Curriculum Development; Teaching Methods; Educational Policy; Educational History; Educational Philosophy; Religious Education; Ethics; Special Education; Student Teachers; Preservice Teacher Education; Autism; Pervasive Developmental Disorders; Play Therapy; School Attendance Legislation; Multicultural Education; Inclusion; Transformative Learning; Creativity; Imagination; Ireland + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Bildungsentwicklung; Future; Society; Zukunft; Elementary school; Grundschule; Volksschule; Katholische Schule; Life-long learning; Lebenslanges Lernen; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethik; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Autismus; Spieltherapie; Bildungspflicht; Multikulturelle Erziehung; Inklusion; Pädagogische Transformation; Kreativität; Irland
Abstract	Ireland is in the grip of a postmodern cultural deconstruction on many levels. The traditional "grand narratives" are increasingly viewed with suspicion and disenchantment as Ireland struggles to understand its evolving identity. There is a growing need for comprehensive interdisciplinary research that will facilitate teaching and learning in this rapidly changing cultural and societal context. This book brings a fresh approach to Irish educational debates, in which qualified educational specialists engage collaboratively in interdisciplinary reflection on their own teaching and learning. The volume addresses a multiplicity of key issues in Irish education (with a particular focus on the primary sector), including teacher formation, curriculum development, teaching and learning methods, educational policy, philosophy, history, religious education, ethics, special needs education and transformative education. The book aims both to critique new educational policy and practice and to identify the key challenges in providing innovative, imaginative and cutting-edge teaching and learning in contemporary Irish schools. Contents include: (1) Foreword (Anne Looney); (2) Introduction: The Changing Face of Ireland and New Educational Horizons (Thomas G. Grenham); (3) Exploring the Nature of Irishness within the 1999 Primary Curriculum (Tony Bonfield); (4) The Identity and Nature of Catholic Schools in the Irish Context (Maurice Harmon and Elaine Mahon); (5) Lifelong Learning: A New Paradigm for Teacher Education (Anne M. Dolan); (6) Classroom Teaching and Formation: Developing Educational Partnership (Sandra Ryan and John Galvin); (7) Teaching the Self: Personal Formation, Emotions and Behaviour in the Classroom (Claire W. Lyons); (8) Teacher Formation: Preparing Pre-service Student Teachers to Meet the Needs of Pupils with Autism in Mainstream Primary Schools (Anne O'Byrne); (9) A Case for the Inclusion of Therapeutic Play in Pre-service Teacher Formation (Coilin O Braonain); (10) Compulsory School Attendance Legislation in Ireland 1892-2000 (Tony Lyons); (11) The Guidelines for Intercultural Education in the Primary School: Evidence of "Deep Change" in Irish Primary Education? (Carol O'Sullivan); (12) Exploring the Spiritual Dimension of the School Curriculum (Daniel O'Connell and Amalee Meehan); (13) Perceptions of Inclusion: Students with Special Educational Needs (Anne O'Byrne and Miriam Twomey); (14) Religious Inclusion and Exclusion in Contemporary Primary Schools (Patricia Kieran); (15) Pluralism in the Primary School: Engaging with and Learning about Cultures and Religions (Thomas G. Grenham); (16) Transformative Education (Aislinn O'Donnell); (17) Raising Hope in Stories of Community Consciousness (Ann Higgins and James G. Deegan); and (18) Conclusion: Igniting the Fires of Creativity and Imagination (Patricia Kieran). (ERIC).
Anmerkungen	Peter Lang Ltd, International Academic Publishers. Evenlode Court, Main Road, Long Hanborough, GB-Whitney, Oxfordshire, OX29 8SZ, UK. Tel: +44-1993-880088; Fax: +44-1993-882040; e-mail: oxford@peterlang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10