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Reflecting to conform? Exploring Irish student teachers' discourses in reflective practice

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Show simple item record McGarr, Oliver McCormack, Orla 2020-07-02T14:48:52Z 2020-07-02T14:48:52Z 2014
dc.description peer-reviewed en_US
dc.description.abstract A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Journal of Educational Research;107 (4), pp. 267-280
dc.relation.uri 10.1080/00220671.2013.807489
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Educational Research 2014 copyright Taylor & Francis, available online at: 10.1080/00220671.2013.807489 en_US
dc.subject critical reflection en_US
dc.subject reflective practice en_US
dc.subject school placement en_US
dc.subject student teacher en_US
dc.subject teacher narratives en_US
dc.subject education en_US
dc.title Reflecting to conform? Exploring Irish student teachers' discourses in reflective practice 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 2020-07-02T14:42:15Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/00220671.2013.807489
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1573258
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Journal Of Educational Research
dc.description.status peer-reviewed

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