Research articles
|
Student Teacher Educational Research (STER): An Innovation in Irish Teacher Education
Brennan, A. 2019. Education Research and Perspectives, 46(1), 44-74 |
This article presents the findings of the evaluation of that pilot year, incorporating qualitative and quantitative data from twenty-seven students. The learning derived from participation in STER will be outlined, with a particular emphasis on how peer-learning and research dissemination can be supported in ITE. Giving student teachers an opportunity to share their research in student-led learning community motivated them to engage with educational research outside of lectures and participants gained a greater appreciation for the potential of educational research to influence practice.
|
Reflections on establishing a student-staff partnership in Irish university-based teacher education
Brennan, A. (2021). In Shagrir, L. and Bar-Tal, S. Exploring Professional Development Opportunities for Teacher Educators: Promoting Faculty-Student Partnerships. Routledge. |
This chapter reflects on the learning derived from working in partnership with student teachers on the design and development of the student teacher educational research (STER) project, a student-staff partnership aimed at enhancing the teaching and learning of educational research methods in initial teacher education in Ireland. The chapter highlights the challenges associated with partnership for teacher educators, including reconceptualising traditional staff-student roles, building meaningful relationships with students outside of a formal teaching and learning environment, and navigating complex issues of uncertainty, credibility and student power dynamics.
The important risk-taking of advocating for student partnership practice. Brennan, A. (2021). International Journal for Students As Partners, 5(1), 8–11.
This opinion piece is a call to action for all higher education teachers engaged in partnership practice to consider themselves advocates, reluctant or willing, for a partnership approach in higher education, reluctant or willing.
