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Peer-supported collaborative inquiry in teacher education: exploring the influence of peer discussions on pre-service teachers' levels of critical reflection

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dc.contributor.author McGarr, Oliver
dc.contributor.author McCormack, Orla
dc.contributor.author Comerford, Jason
dc.date.accessioned 2019-11-15T09:14:23Z
dc.date.issued 2019
dc.identifier.citation McGarr O.;McCormack O.;Comerford J. (2019) 'Peer-supported collaborative inquiry in teacher education: exploring the influence of peer discussions on pre-service teachersâ levels of critical reflection'. Irish Educational Studies, 38 (2):245-261. en_US
dc.identifier.issn 0332-3315
dc.identifier.uri http://hdl.handle.net/10344/8229
dc.description peer-reviewed en_US
dc.description The full text of this article will not be available in ULIR until the embargo expires on the 18/08/2020
dc.description.abstract Scaffolding pre-service teachers to critically reflect on their practice remains a challenging goal. Exploring the extent to which peer discussion facilitates this critical reflection is the focus of this paper. Using a series of three linked tasks, pre-service teachers 1) reflected on a classroom incident from a vignette of practice, 2) shared and discussed their initial reflections with peers and 3) revisited their initial reflection in an attempt to unearth any assumptions they may have had. The study found that peer discussion broadened pre-service teachers’ perspectives beyond the initial ego-centric reflections, which were dominated by issues of pupil management, control and discipline. The peer discussion process supported pre-service teachers in identifying and questioning some of their preconceived assumptions. However, findings indicate that the process supported pre-service teachers in acquiring greater breadth rather than greater depth in reflective thinking. We would argue that rather than seeing peer engagement opportunities as a panacea, it should be viewed as a valuable scoping exercise to unearth alternative perspectives and to begin the process of ‘hunting assumptions’ en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Irish Educational Studies;38 (2), pp. 245-261
dc.relation.uri http://dx.doi.org/10.1080/03323315.2019.1576536
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Irish Educational Studies copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/03323315.2019.1576536 en_US
dc.subject hunting assumptions en_US
dc.subject peer discussion en_US
dc.subject pre-service teacher en_US
dc.subject reflective practice en_US
dc.title Peer-supported collaborative inquiry in teacher education: exploring the influence of peer discussions on pre-service teachers' levels of critical reflection en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2019-11-15T09:06:16Z
dc.identifier.doi 10.1080/03323315.2019.1576536
dc.date.embargoEndDate 2020-08-18
dc.embargo.terms 2020-08-18 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2904840
dc.internal.copyrightchecked No
dc.identifier.journaltitle Irish Educational Studies
dc.description.status peer-reviewed


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