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The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education.
Bracken, Meliosa; Bryan, Audrey
In this article, Melíosa Bracken and Audrey Bryan explore the usefulness of reflective practice as a self-evaluative learning tool for development educators involved in formal education settings. Drawing on data derived from the reflective practice portfolios of students enrolled in an initial teacher education programme as well as from in-depth interviews with in-career teachers, insights are offered into some of the pedagogical struggles, uncertainties and dilemmas faced by teachers of development or global issues in post-primary schools in the Republic of Ireland. The findings are drawn from a much larger forthcoming study supported by Irish Aid which critically explores how the so-called ‘developing world’ gets constructed as ‘knowable’ to young people in an Irish context.
Keyword(s): Reflective Practice; teacher education; monitoring and evaluation; development education; global citizenship education.
Publication Date:
2010
Type: Journal article
Peer-Reviewed: Yes
Institution: Maynooth University
Citation(s): Bracken, Meliosa and Bryan, Audrey (2010) The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education. Policy and Practice - A Development Education Review, 11. pp. 22-41. ISSN 1748-135X
Publisher(s): Centre for Global Education
File Format(s): other
Related Link(s): http://mural.maynoothuniversity.ie/13263/1/The%20Reflective%20Practitioner%20Model%20as%20a%20means%20of%20doing%20Development%20Education.pdf
First Indexed: 2020-09-24 06:46:45 Last Updated: 2020-09-24 06:46:45