The central argument in this paper is that deeper engagement with pedagogy
must be a hallmark of teacher
education in order to promote curriculum reform, enhance teacher
professionalism and nurture leadership in the coming years. First, we situate
understandings of good or quality teaching in a socio-political context. Second,
we comment on the context of schooling in Ireland. Third, we address the issues
of school culture supportive of ITE and induction as well as the challenge of
promoting deep engagement with pedagogy. In particular, we focus on the implications
for teacher education of one of the findings of the recent OECD's TALIS report
(Gilleece et al, 2009): that professional collaboration in schools is
charactised by a focus on exchange and sharing rather on than deeper levels of
professional engagement centred on classroom pedagogy as noted above. Finally, guided by the principle of
deepening engagement on pedagogy, we identify four key priorities for leaders
in advancing research, policy and practice in teacher education: (i)
observation in peer classrooms, (ii) sharing and talking about practice, (iii)
representing practices through profiles and portfolios, and (iv) models of
school-university partnership.
The central argument in this paper is that deeper engagement with pedagogy
must be a hallmark of teacher
education in order to promote curriculum reform, enhance teacher
professionalism and nurture leadership in the coming years. First, we situate
understandings of good or quality teaching in a socio-political context. Second,
we comment on the context of schooling in Ireland. Third, we address the issues
of school culture supportive of ITE and induction as well as the challenge of
promoting deep engagement with pedagogy. In particular, we focus on the implications
for teacher education of one of the findings of the recent OECD's TALIS report
(Gilleece et al, 2009): that professional collaboration in schools is
charactised by a focus on exchange and sharing rather on than deeper levels of
professional engagement centred on classroom pedagogy as noted above. Finally, guided by the principle of
deepening engagement on pedagogy, we identify four key priorities for leaders
in advancing research, policy and practice in teacher education: (i)
observation in peer classrooms, (ii) sharing and talking about practice, (iii)
representing practices through profiles and portfolios, and (iv) models of
school-university partnership.