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Moving Beyond Boundaries: Development Education in Initial Teacher Education

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Development Education in Policy and Practice

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Abstract

Teacher education has undergone something akin to a revolution in Ireland in the past few years. Consigned for decades to the torpid backwaters of national policy where it was intermittently prodded and nudged by government reports and critical commentary, it was generally left to its own devices, responding as best it could to the changing needs of Irish society and the developing knowledge-base of education, pedagogy and children’s learning- More recently, policy initiatives, which instituted new regulatory procedures and structures, have led to a period of sustained locus on the processes and outcomes of initial teacher education (ITE). Having come late to the international table of sectoral review and reform, Ireland has avoided some of the market- led, competency-driven excesses evident in other more diverse systems (Smith, 2012). Premised on a view of teacher education as a continuum of lifelong learning, teacher education policy in Ireland has drawn on key theories and discourses in teacher education around reflective and inquiry-oriented practice, collaborative learning communities and situated learning (Teaching Council, 201

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Author information

Authors and Affiliations

  1. St Patrick’s College, Drumcondra, Ireland

    Fionnuala Waldron (Dean of Education)

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  1. Fionnuala Waldron
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Editors and Affiliations

  1. Centre for Global Education, UK

    Stephen McCloskey (Director) (Director)

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© 2014 Fionnuala Waldron

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Waldron, F. (2014). Moving Beyond Boundaries: Development Education in Initial Teacher Education. In: McCloskey, S. (eds) Development Education in Policy and Practice. Palgrave Macmillan, London. https://doi.org/10.1057/9781137324665_7

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