Ireland's Multicultural Classrooms and Initial Teacher Education: The Convergence of Culture and Pedagogy [Konferenzbericht] Paper presented at the Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, Nov 11-12, 2009).

Autor/in	Campbell, Maria
Institution	National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
Titel	Ireland's Multicultural Classrooms and Initial Teacher Education: The Convergence of Culture and Pedagogy [Konferenzbericht] Paper presented at the Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, Nov 11-12, 2009).
Quelle	(2009), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Theory Practice Relationship; Teaching Methods; Preservice Teacher Education; Foreign Countries; Learning Experience; Student Teachers; Semi Structured Interviews; Demography; College Instruction; Educational Philosophy; Problem Solving; Ability; Curriculum Design; Beginning Teachers; Multicultural Education; Higher Education; Integrated Activities; Ireland + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Ausland; Lernerfahrung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Demografie; Hochschullehre; Bildungsphilosophie; Erziehungsphilosophie; Problemlösen; Fähigkeit; Fertigkeit; Lehrplangestaltung; Junior teacher; Junglehrer; Multikulturelle Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Integrierender Unterricht; Irland
Abstract	In the context of Ireland's changing demographics, this paper explores the importance of pedagogic research in informing both philosophies and pedagogical practices in Initial Teacher Education (ITE) which endeavours to facilitate student teachers' engagement with the teaching and learning process in Ireland's multicultural classrooms. By utilising firstly the insights provided by Lev Vygotsky, via others into the meditational role of cultural tools and his concept of the Zone of Proximal Development and, secondly, Basil Bernstein's exploration of curriculum and in particular his concept of the Pedagogic Recontextualising Field, it examines through engagement with data obtained from semi-structured interviews carried out with newly qualified teachers (NQTs) how specific pedagogic practices can be informed by this convergence of culture and curriculum. It discusses the manifestations of the tensions between theory and practice both in the college and classroom context, as experienced by the NQTs and in doing so, provides the author with valuable insights into the need for adapting her own philosophical and pedagogical practices within ITE to enhance the learning experience of the student teacher and to facilitate their future engagement with teaching and learning in the multicultural classroom. (Contains 3 footnotes.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.] (As Provided).
Anmerkungen	National Academy for Integration of Research, Teaching and Learning. University College Cork, Distillery House North Mall, Cork, Ireland. Tel: +353-21-490-4690; e-mail: nairtl@ucc.ie; Web site: http://www.nairtl.ie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10