Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement

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dc.contributor.advisor Hall, Kathy en
dc.contributor.advisor Murphy, Brian en
dc.contributor.author Gorman, Alan
dc.date.accessioned 2017-05-16T12:06:57Z
dc.date.issued 2017
dc.date.submitted 2017
dc.identifier.citation Gorman, A. 2017. Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement. PhD Thesis, University College Cork. en
dc.identifier.endpage 297 en
dc.identifier.uri http://hdl.handle.net/10468/3974
dc.description.abstract Initial teacher education (ITE) in Ireland has experienced accelerated transformation in recent years, resulting in extended periods of school placement on concurrent and consecutive programmes. A contributing factor towards this development can be linked to teacher education scholarship, which values the authentic learning experience that classroom sites offer in learning to teach. However, there is also recognition that the daily demands associated with the practice of teaching, alongside the tenacity of lay theories, can result in student teachers becoming overwhelmed during their practicum experience, and can challenge the approaches endorsed in their research-based teacher education. This research documents the design, implementation and evaluation of an online intervention entitled LÍNTE (Learning in Networks through Enquiry), which sets out to support student teachers in a hybrid space during their school placement experience. Guided by a qualitative action-oriented case study design, research methods include interviews, participant observation, and discourse analysis. Key findings emerge that relate to (a) the importance of structured support in learning to teach and (b) the appropriateness and suitability of online environments in providing such support. This research highlights that the employment of online hybrid spaces can provide a valuable learning context where knowledge of practice is generated. The research illustrates the importance of cultivating a ‘safe’ space, through interactions which are empathetic and affirmative in nature. The presence of cooperating teachers, as online tutors, as well as a higher education institute tutor is recognised as critically important for strengthening the overall learning experience. A significant conclusion to this study is that hybrid spaces that are aligned with the practicum can provide opportunities for dialogic reflection and enquiry within a community of learners. With the extension of school placement on ITE programmes in Ireland, this study proffers a researchbased pedagogical framework to facilitate an online hybrid space during school placement. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2017, Alan Gorman. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Practicum en
dc.subject Teacher education en
dc.subject Online learning en
dc.subject School placement en
dc.title Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral Degree (Structured) en
dc.type.qualificationname PhD (Arts) en
dc.internal.availability Full text not available en
dc.check.info Restricted to everyone for three years en
dc.check.date 2020-05-15T12:06:57Z
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.reason This thesis is due for publication or the author is actively seeking to publish this material en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.entireThesis Entire Thesis Restricted
dc.check.embargoformat E-thesis on CORA only en
ucc.workflow.supervisor k.hall@ucc.ie
dc.internal.conferring Summer 2017 en


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© 2017, Alan Gorman. Except where otherwise noted, this item's license is described as © 2017, Alan Gorman.
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