Supervising Undergraduate Initial Teacher Education Students Engaged in Dissertation Writing Through Group Supervision

• In Event: Faculty Development in Response to Diversity, Transitions, and Opportunities

Abstract

This paper reflects on student experience of group supervision in undergraduate dissertation completion as they engage in the final year of their elementary teaching degree programme in Ireland. It is a preliminary study into a peer group approach to supervision of dissertation completion following ethical approval. All students in the group engaged in the research of questions in the area of STEM Education. Student engagement in research and inquiry, culminating in the writing of a dissertation, has only recently become central to programmes in initial teacher education since the reconceptualization of teacher education programmes at primary level in Ireland in 2012. A qualitative approach to this preliminary study was adopted to explore the student views on the peer supervision process.

Author

• John O'Shea, Mary Immaculate College