Learning to teach primary geography in the context of school placement: lessons from an all-Ireland study

References

• Bryant, Anthony, and Kathy Charmaz, eds. 2007. The Sage Handbook of Grounded Theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Caires, Susana, Leandro Almeida, and Diana Vieira. 2012. “Becoming a Teacher: Student Teachers’ Experiences and Perceptions About Teaching Practice.” European Journal of Teacher Education 35 (2): 163–178.10.1080/02619768.2011.643395
   Web of Science ®Google Scholar
• Catling, Simon. 2003. “Curriculum Contested: Primary Geography and Social Justice.” Geography 88 (3): 164–210.
   Google Scholar
• Catling, Simon. 2010. “Sources of Evidence for Conducting Research in Geography Education.” International Research in Geographical and Environmental Education 19 (2): 97–101. doi:10.1080/10382046.2010.482185.
   Google Scholar
• Clarke, Marie, Anne Lodge, and Michael Shevlin. 2012. “Evaluating Initial Teacher Education Programmes: Perspectives from the Republic of Ireland.” Teaching and Teacher Education 28 (2): 141–153.10.1016/j.tate.2011.08.004
   Web of Science ®Google Scholar
• Cohen, Louis, Lawrence Manion, and Keith Morrison. 2000. Research Methods in Education. 5th ed. London: Routledge Falmer.10.4324/9780203224342
   Google Scholar
• Conway, P. F., R. Murphy, M. Delargey, K. Hall, K. Kitching, F. Long, J. McKeon, B. Murphy, S. Obrien, and D. Osullivan. 2011. Learning to Teach Study (LETS) Executive Summary. Cork: School of Education, University College Cork. https://cora.ucc.ie/handle/10468/880.
   Google Scholar
• Corcoran, Dolores. 2012. “Constructivism Made Visible in Contingency: Learning to Teach Mathematics in a Community of Practice”. In Re-imagining Initial Teacher Education: Perspectives on Transformation, edited by Fionnuala Waldron, John Smith, Maeve Fitzpatrick and Therese Dooley, 135–154. Dublin: Liffey Press.
   Google Scholar
• CCEA (Council for the Curriculum Examinations and Assessment). 2006. The Revised NI Curriculum. Belfast: CCEA.
   Google Scholar
• Department of Education and Science. 2002. Preparing Teachers for the 21st Century: Report of the Working Group on Primary Preservice Teacher Education. Dublin: Stationery Office.
   Google Scholar
• Dolan, Anne M. 2012. “Reforming Teacher Education in the Context of Lifelong Learning: The Case of the BEd Degree Programme in Ireland.” European Journal of Teacher Education 35 (4): 463–479.10.1080/02619768.2012.696190
   Web of Science ®Google Scholar
• Hammerness, Karen, and Linda Darling-Hammond. 2005. “The Design of Teacher Education Programs.” In Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, edited by Linda Darling-Hammond and John Bransford, 390–441. San Francisco, CA: Jossey Bass.
   Google Scholar
• Hargreaves, Andy. 2000. “Mixed Emotions: Teachers’ Perceptions of Their Interactions with Students.” Teaching and Teacher Education 16: 811–826.10.1016/S0742-051X(00)00028-7
   Web of Science ®Google Scholar
• Hobson, Andrew J., Angi Malderez, Louise Tracey, Marina Giannakaki, Godfrey Pell, and Peter D. Tomlinson. 2008. “Student Teachers’ Experiences of Initial Teacher Preparation in England: Core Themes and Variation.” Research Papers in Education 23 (4): 407–433.10.1080/02671520701809825
   Web of Science ®Google Scholar
• Hollins, Etta R., and Maria Torres Guzman. 2005. “Research on Preparing Teachers for Diverse Populations.” In Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education, edited by Marilyn Cochran-Smith and Kenneth M. Zeichner, 477–548. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Kagan, D. M. 1992. “Implication of Research on Teacher Belief.” Educational Psychologist 27 (1): 65–90.10.1207/s15326985ep2701_6
   Web of Science ®Google Scholar
• Kennedy, Eithne. 2014. Raising Literacy Achievement in High-poverty Schools: An Evidence-based Approach. (Research in Education Series). New York, NY: Routledge.
   Google Scholar
• Kitching, Karl, Mark Morgan, and Michael O’Leary. 2009. “It’s the Little Things: Exploring the Importance of Commonplace Events for Early-career Teachers’ Motivation.” Teachers and Teaching: Theory and Practice 15: 43–58. doi:10.1080/1354060080266131.
   Web of Science ®Google Scholar
• Korthagen, Fred A. J. 2001. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. New York, NY: Routledge.
   Google Scholar
• Lamote, Carl, and Nadine Engels. 2010. “The Development of Student Teachers’ Professional Identity.” European Journal of Teacher Education 33 (1): 3–18. doi:10.1080/02619760903457735.
   Web of Science ®Google Scholar
• Loughran, John. 1997. “Teaching About Teaching: Principles and Practice.” In Talking About Teaching: Purpose, Passion and Pedagogy in Teacher Education, edited by John Loughran and Tom Russell, 57–70. London: Falmer Press.
   Google Scholar
• Lundy, Laura. 2007. “‘Voice’ is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal 33 (6): 927–942.
   Web of Science ®Google Scholar
• Martin, Fran. 2005. “Ethnogeography: A Future for Primary Geography and Primary Geography Research?” International Research in Geographical and Environmental Education 14 (4): 364–371.10.1080/10382040508668372
   Google Scholar
• Martin, Fran. 2008. “Knowledge Bases for Effective Teaching: Beginning Teachers’ Development as Teachers of Primary Geography.” International Research in Geographical and Environmental Education 17 (1): 13–39.10.2167/irgee226.0
   Google Scholar
• Morgan, Mark, Larry Ludlow, Karl Kitching, and Michael O’Leary. 2010. “What Makes Teachers Tick? Sustaining Events in New Teachers’ Lives.” British Educational Research Journal 36: 191–208. doi:10.1080/01411920902780972.
   Web of Science ®Google Scholar
• Murphy, C., and K. Scantlebury, eds. 2010. Coteaching in International Contexts: An Examination of Ten Year’s Research and Practice. New York: Springer.
   Google Scholar
• Ní Aingléis, Murphy, Paula Bernadette, and Brian Ruane. 2012. “Student Teacher Voice and School Placement, What We Can Learn If We Listen.” In Re-imagining Initial Teacher Education: Perspectives on Transformation, edited by Fionnuala Waldron, John Smith, Maeve Fitzpatrick and Therese Dooley, 307–328. Dublin: Liffey Press.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 1999. Primary Curriculum. Dublin: NCCA.
   Google Scholar
• Ní Chróinín, D., R. Tormey, and M. O’Sullivan. 2012. “Beginning Teacher Standards for Physical Education: Promoting a Democratic Ideal?” Teaching and Teacher Education 28 (1): 78–88.10.1016/j.tate.2011.08.001
   Web of Science ®Google Scholar
• O’Brien, Maeve. 2012. “Care, Relationality and a Humanising Education: The Significance of the Affective Context in Initial Teacher Education.” In Re-Imagining Initial Teacher Education: Perspectives on Transformation, edited by Fionnuala Waldron, John Smith, Maeve Fitzpatrick and Therese Dooley, 222–243. Dublin: Liffey Press.
   Google Scholar
• Selitz, C., L. S. Wrightsman, and S. W. Cook. 1976. Research Methods in Social Relations. 3rd ed. New York: Holt, Rinehart and Winston.
   Google Scholar
• Shulman, Lee. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23.
   Web of Science ®Google Scholar
• Southgate, Erica, Ruth Reynolds, and Peter Howley. 2013. “Professional Experience as a Wicked Problem in Initial Teacher Education.” Teaching and Teacher Education 31: 13–22. doi:10.1016/j.tate.2012.11.005.
   Web of Science ®Google Scholar
• Stenberg, Katarlina, Lilsa Karlsson, Harri Pitkaniemi, and Katriina Maaranen. 2014. “Beginning Student Teachers’ Teacher Identities Based on Their Practical Theories.” European Journal of Teacher Education 37 (2): 204–219.10.1080/02619768.2014.882309
   Web of Science ®Google Scholar
• Teaching Council. 2011. Policy on the Continuum of Teacher Education. Maynooth: Teaching Council.
   Google Scholar
• Vick, Malcolm. 2006. ““It's a Difficult Matter”1: Historical Perspectives on the Enduring Problem of the Practicum in Teacher Preparation.” Asia-Pacific Journal of Teacher Education 34 (2): 181–198. doi:10.1080/13598660600720579.
   Google Scholar
• Waldron, Fionnuala, Susan Pike, Richard Greenwood, Cliona Murphy, Geraldine O’Connor, Anne Dolan, and Karen Kerr. 2009. Becoming a Teacher: Primary Student Teachers as Learners and Teachers of History, Geography and Science: An All-Ireland Study (A Report for the Standing Conference on Teacher Education North and South (SCoTENS)). Armagh: SCoTENS; Centre for Cross Border Studies: Northern Ireland. http://scotens.org/docs/becoming-a-teacher.pdf.
   Google Scholar
• Waldron, Fionnuala, Susan Pike, Janet Varley, Colette Murphy, and Richard Greenwood. 2007. “Student Teachers’ Prior Experiences of History, Geography and Science: Initial Findings of an All-Ireland Survey1.” Irish Educational Studies 26 (2): 177–194.10.1080/03323310701296086
   Web of Science ®Google Scholar
• Zeichner, K. M., and B. R. Tabachnick. 1981. “Are the Effects of University Teacher Education ‘Washed Out’ by School Experience?” Journal of Teacher Education 32 (3): 7–11.10.1177/002248718103200302
   Web of Science ®Google Scholar