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Comparing discourses on reflective practice in teacher education policy in Ireland and Norway: critical reflection or performance management?

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dc.contributor.author McGarr, Oliver
dc.contributor.author Emstad, Anne Berit
dc.date.accessioned 2020-12-02T15:03:02Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/9503
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 11/04/2022
dc.description.abstract Policy documents relating to teacher education in Ireland and Norway from 2008 to 2016, representing periods of change in teacher education in both jurisdictions, were analysed to explore the discursive construction of reflective practice. Employing a discourse analysis, the study found that, while reflective practice was seen as important in both countries, they differed in terms of why it should be used. Overall, reflective practice was presented as primarily a competency required by teachers to evaluate and improve their practice, however the rationale for this improvement appeared to differ in the two contexts. In Ireland reflective practice was presented primarily as a tool for self-improvement. A similar focus was evident in the Norwegian documents however they also emphasised the teachers’ contribution to the school community. The paper discusses the encroachment of performativity discourses on conceptualisations of reflective practice and discusses implications of this narrowing policy discourse on teacher education. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries European Journal of Teacher Education;
dc.relation.uri http://dx.doi.org/10.1080/02619768.2020.1832984
dc.rights This is an Author's Accepted Manuscript of an article whose final and definitive form, the Version of Record, has been published in European Journal of Teacher Education 2020 copyright Taylor & Francis, available online at:http://dx.doi.org/10.1080/02619768.2020.1832984 en_US
dc.subject reflective practice en_US
dc.subject critical reflection en_US
dc.subject teacher education en_US
dc.title Comparing discourses on reflective practice in teacher education policy in Ireland and Norway: critical reflection or performance management? 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.identifier.doi 10.1080/02619768.2020.1832984
dc.date.embargoEndDate 2022-04-11
dc.embargo.terms 2021-04-11 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US


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