An Examination of Pre-Service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools

Autor/inn/en	McCormack, Orla; O'Flaherty, Joanne
Titel	An Examination of Pre-Service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 6, S.1332-1339 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.02.008
Schlagwörter	Active Learning; Teaching Methods; Economic Development; Secondary School Teachers; Secondary School Curriculum; Units of Study; Foreign Countries; Student Teaching; Preservice Teachers; Teacher Attitudes; Student Attitudes; Questionnaires; Education Courses; Barriers; Focus Groups; Ireland + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Wirtschaftsentwicklung; Lerneinheit; Ausland; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Schülerverhalten; Fragebogen; Fortbildungskurs; Irland
Abstract	As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a number of workshops relating to the integration of development education active learning methodologies into their teaching. Following completion of the module, pre-service teachers participate in a 12-week teaching practice placement. This study, based on questionnaires and focus group data, was conducted following their return from teaching practice and examines their attitudes towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so. As they begin their teaching career, the integration of development education is not viewed as a major priority for these pre-service teachers. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10