A Longitudinal Study of Preservice Teachers' Conceptions of Learners and Learning

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  In Roundtable Session: 30.080-10 - Promoting Teacher Candidates' Cultural Awareness and Understanding of Diversity

Abstract

Pre-service education provides a unique opportunity to develop inclusive attitudes and pedagogies which promote equality of access and opportunity for all students. This paper explores pre-service teachers’ conceptions of learning and learner difference during a three-year undergraduate programme in Ireland. Using a qualitative grounded theory analysis, the study examined the initial personal theories of 27 pre-service teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their B.Ed. programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in pre-service teachers’ understandings of the differential needs of learners and the value of reflective practice. Findings point to lacunae in student teachers’ capacity for critical reflection.

Authors

• Kathleen Horgan, Mary Immaculate College

• Emer Ring, Mary Immaculate College

• Lisha O'Sullivan, University of Limerick

• Mary Horgan, UCC