1,720,975 research outputs found
Teacher and guidance counsellor perceptions of the value of the transition year programme in promoting the personal and social, educational and career development of students and the role of the subject teacher, the guidance counsellor and management in this regard; an exploratory study in one post primary school.
No full textA number of in-depth research studies have been undertaken to date which explore many
aspects of Transition Year from numerous different perspectives (Smyth et al. 2004; ISSU
2014; Jeffers 2007; Jeffers 2010). Significant links exist between the Transition Year
programme and the guidance service at second level as the overarching aims of both are
grounded in a similar philosophy, each striving to foster the personal, social, vocational and
career development of students (DES 2005; DES 1993). This study concentrates on one postprimary school and aims to examine teacher and Guidance Counsellor perceptions of the
value of the Transition Year (TY) programme in promoting the personal and social,
educational and career development of students and the role of the subject teacher, the
Guidance Counsellor and management in this regard. The literature review considers policy
and theory pertaining to the research topic. This includes an exploration of the concepts of
personal, social and career development within extant literature as well as policies and
theoretical perspectives on various aspects of the Transition Year programme and the
guidance service within the context of the Irish Education System. A qualitative approach
underpins this study. The data was gathered using semi-structured, one-to-one interviews.
Subsequently, the researcher used Braun and Clarke’s (2006) six-phase process of thematic
analysis to analyse the data. Two overarching themes were found: 1.Key areas of
development in Transition Year students and 2. Personal, social and career development in
Transition Year-a whole school approach? Within each theme a number of sub-themes
emerged. Findings from this study suggested that the TY programme is highly valued in
relation to the development of a number of key skills amongst students. However, more can
be done to clarify the role of the subject teachers, Guidance Counsellor and management
within a whole school approach (WSA) to the delivery of personal, social and career
development. Finally, findings from this study will help inform future recommendations for
policy and practice in relation to a WSA to supporting students in the development of their
personal, social and career decision-making skills
An investigation into the challenges associated with the dual role of guidance counsellor and subject teacher in the post-primary setting, and how these may impact on the identity and wellbeing of the individual in the role.
No full textThe main aim of this research was to investigate how working in the dual role of subject
specific classroom teacher and guidance counsellor impacts on the identity and the wellbeing
of the individual in that role. This research focus’ specifically on the challenges faced and the
supports available to those who work in this role. This research used an interpretivist
paradigm to undertake this qualitative research. A convenience sample of six semi-structured
interviews, with fully qualified teachers and guidance counsellors, currently working in the
dual role were undertaken as the method of data collection. Data was analysed and
synthesised using the constant comparative method followed by theme mapping.
The findings of this research suggest that there are many challenges faced by the
professionals working in this dual role in post-primary school in Ireland. The everyday
challenges encountered in the dual role include time constraints, timetabling difficulties, and
relationships with students and staff alike. The access of the individuals to well-being and
self-care supports emerged as an ongoing issue for those in the role. The findings show that
the impacts of the removal of the ex-quota status of guidance counsellors in post-primary
allocation (DES 2012) are still being felt in practice today. This research concludes that the
dual role is creating undeniable challenges for those working in it, and in turn, is having a
notable impact on the identity and wellbeing of these individuals. There are certainly steps
which need to be taken in both policy and practice with an aim of negating these impacting
factors as experienced by the participants in this research study
Enhancing pre-service science teachers\u27 understanding of how science works in society: the role of economics and entrepreneurship in nature and science
No full textRecently, particular social aspects of nature of science (NOS), such as Economics
of Science (EOS) and entrepreneurship in science, started to gain attention
(Erduran and Dagher 2014a; Kaya et al. 2018b). Today’s young people are required
to improve their 21st-century skill set, such as economic and entrepreneurial skills,
to realise their full potential, get ready for the challenges of higher education and
career development (Department of Education and Skills (DES) 2016; Volkmann
et al. 2009). However, the research investigating pre-service science teachers’
(PSTs) understanding of EOS and entrepreneurship within the NOS context and on
how science works in society is scarce. It is not surprising then that the practical
applications, such as lesson resources and teaching materials, are rare.
The current study aims to identify Irish PSTs’ understanding of EOS and
entrepreneurship within the context of NOS and science education, and how
science works in society. By adopting the extended Family Resemblance Approach
(FRA) as the theoretical framework (Erduran and Dagher 2014a), the author
conceptualised EOS and entrepreneurship as part of the social aspects of NOS
(called contemporary social aspects of NOS later), proposed a framework (the
SAMI cycle framework = State/government-Academia-Market-Industry
relationship) illustrating how science works in society and re-defined
entrepreneurship within the context of NOS. The author also developed and applied
an intervention with PSTs on both a continuous and once-off basis in Ireland. PSTs’
understanding of these three concepts (EOS, entrepreneurship and the SAMI cycle
framework), their views of inclusion of these concepts in the Junior Cycle Science
Specification (JCSS) and their experiences across the current study were
investigated through different research instruments, such as interviews,
questionnaires and lesson activities.
Thematic analysis, network analysis and Wilcoxon signed-rank test results
suggested that there were improvements in PSTs’ understanding of the concepts of
EOS, entrepreneurship and the SAMI cycle framework following engagement in
the study. While PSTs initially showed a fragmented understanding of EOS and
entrepreneurship, post-intervention they displayed a more holistic view of these
concepts. Furthermore, the majority of PSTs supported the inclusion of these
concepts in the JCSS, although state assessment continued to influence their
thinking. Implications for pre-service teacher education and science education are
discussed, and investigation of the inclusion of technology in EOS in NOS or the
SAMI cycle framework, the implications of the contemporary social aspects of
NOS and the SAMI cycle framework to utilise STEM education and engineering
education, and these concepts at all levels of education were suggested for future
directions
A longitudinal study exploring the influence of epistemic beliefs on pre-service science teachers’ perceptions of education studies
No full textEducational psychology, philosophy, sociology, and history are all frequent features of the curriculum of Initial Teacher Education (ITE) programmes. Collectively, this knowledge is often referred to as ‘Education Studies’. The ‘perennial problem’ for teacher education globally is that such knowledge is often perceived by teachers to be of little value to their professional practice. Despite a growing understanding of the issue, it is as present today as it was over a century ago. New perspectives are necessary to understand this complex issue. Epistemic beliefs (i.e. an individual’s beliefs about the nature of knowledge and nature of knowing) have been increasingly identified as important in learning to teach because they filter new information being encountered in teacher education. In science education, teachers’ understanding of the epistemic nature of their subject discipline has also been identified as being in need of development for the improvement of science teaching and learning. However, as pre-service teachers often study their subject discipline alongside other areas of professional knowledge in teacher education, like Education Studies, they can often struggle to reconcile the two bodies of knowledge, particularly when their epistemic beliefs between the subject discipline and other professional knowledge clash.
The research that is reported in this thesis qualitiatively investigated three components and the connections between them: pre-service teachers’ (1) epistemic beliefs in science (2) epistemic beliefs in Education Studies, and (3) perceptions of Education Studies as useful for professional thought and practice. In order to understand the connections in greater depth, the research was conducted longitudinally to monitor how these beliefs and perceptions changed over time. In-depth semi-structured interviews were conducted with pre-service science teachers at the beginning and end of their final year of a four-year concurrent teacher education programme, and one year after graduation. Data were analysed using a hybrid approach that produced both highly individualised belief profiles in a narrative form, as well as broader themes that represent recurring issues.
The findings point to the complexity of the interaction between epistemic beliefs and perceptions of Education Studies. While this interaction is but one jigsaw piece in understanding what contributes to the perennial problem, it is an important one, as it appears evident that participants of this research drew on their epistemic beliefs to support their perception of Education Studies. In this way, epistemic beliefs can be understood as facilitative or inhibitive in perceiving Education Studies as useful for professional thought and practice. However, there were a number of different ways that participants used their beliefs, which can be clearly seen in individual participant profiles. Teacher educators may find these narrative profiles particularly illuminating and transferable when considering their own cohorts’ beliefs. Findings from the longitudinal study point towards potentially developmental experiences and other influential factors in teacher education. Future work may focus on how such experiences can be integrated and supported effectively. Considering the additional influential factors highlighted in this thesis could also be fruitful in advancing a fuller understanding of the ‘perennial problem’ in future research
A study of the views and experiences of student’s transition and the role of the guidance counsellor with two post-primary schools
No full textA fundamental aim of this research is to undertake a study exploring the views and experiences of student’s transition and the role of the guidance counsellor with two schools. This research aims to establish what are the initial experiences and challenges in the student’s transition and the student’s views on the role of the guidance counsellor in their transition. Additionally, the researcher will explore the role of the guidance counsellor in the transition process from the perspective of the guidance counsellor.
From a research perspective, internationally much of the research that exist centres around the area of school transfer and transition programmes (Hanewald 2013, Tudge et al 2009 and Rice et al 2011). The main body of research in relation to transition in Ireland is conducted by Smyth (2017) and Smyth et al (2004).
This study provides and insight into the views and experience of current 2nd year students looking back on their transition experience in 1st year. The data collection involved the use of surveys, focus groups and semi-structured interviews. A number of themes emerged from this study and the conclusions of this research highlight that the transition experience is mainly a positive one. However, greater clarification of guidance counsellor’s role is required for junior cycle students. A number of recommendations were generated to inform the practice of guidance counselling going forward
Negotiating an apprenticeship of observation: an investigation of second-level pre-service teachers\u27 conceptions of teaching
No full textThis study problematised pre-service teachers’ talk about their ‘apprenticeship of observation’. This construct is consistently presented in research as a limiting factor on pre-service teachers’ conceptions of teaching, their agency and their professional development. Employing a discourse analysis methodology, the study engaged 42 pre-service teachers on post-primary, concurrent, initial teacher education programmes in semi-structured interviews. The study utilised two psychological theoretical lenses; the Self Memory System and Identity Status with the aim of exploring the ‘apprenticeship of observation’ construct and its impact on pre-service teachers’ teaching conceptions.
Using the Self Memory System Theory lens, the research found that pre-service teachers’ agentically constructed their memories of the ‘apprenticeship of observation’, thereby making it a unique construct to each individual pre-service teacher. Using Identity Status Theory, analysis of the participants’ career choice decisions established that a high percentage of participants appeared to present at the time of interview with a ‘foreclosed’ identity status; they closed on a goal of teaching early in their schooling. This identity status is associated with cognitive traits that could result in resistant, simplistic teaching conceptions and practices. This finding suggested that a high number of participants’ experience of schooling was channelled through an underdeveloped, individual schema that enabled them to interpret information about teaching to help them achieve their career goal. Furthermore, it corroborated the findings that suggested that participants had some agency in the construction of the memory-set of their schooling period, thereby reinforcing the notion of the ‘apprenticeship of observation’ as a bespoke individual construction.
These research findings highlight the need for teacher educators to re-examine the ‘apprenticeship of observation’ construct. Furthermore, they suggest that infusing psychological constructs to pedagogical work in initial teacher education could support new understandings of long-held assumptions underpinning teacher educators’ beliefs about preservice teachers’ learning and experiences during their schooling
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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