Ann-Marie Young
Biographic Data
| ID | 6685646 |
|---|---|
| NAME | Ann-Marie Young |
| GIVEN NAMES | Ann-Marie |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG A |
| AFFILIATIONS | University of Limerick |
| ORCID | 0000-0003-1050-7924 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teacher educators’ engagement with school-based assessments across Irish teacher education programmes
There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre?service teachers to assess in schools. Interviews with a sample of teacher educators attached to 13 Irish teacher education progr…
Guerrilla teacher educators: Identity considerations of school-based teacher educators in Ireland
The intense focus on teacher quality has raised questions internationally about ‘who’ should be considered as a teacher educator and ‘where’ is best suited for education across the continuum. The school-based turn has naturally focused attention on those referred to as school-based teacher educators and the work they do across the continuum in their first-order settings. However, Ireland is an interesting case as the role of a school-based teache…
Illusions of online readiness: The counter-intuitive impact of rapid immersion in digital learning due to Covid-19
Framed from a socio-cognitive perspective, and the contemporary increased salience of digital learning readiness and competence, the purpose of this study was two-fold: to validate Online Learner Readiness Scale in a new context and to explore potential variances in online readiness within a student-teacher population between less (pre-COVID) and more experienced (during COVID) groups. A CFA was used to examine the suitability of the OLRS in an I…
A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland
Recent policy in Ireland enhanced the position of school placement in Initial Teacher Education programmes. This paper considers how care ethics has a vital role in sustaining the goodwill of the cooperation and guidance from professionals who mediate the school placement setting, noting values of reciprocal caring in placement mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary …
Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice
Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparati…
The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (Pete) programmes
In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term…
Disorienting dilemmas and transformative learning for school placement teacher educators during Covid-19: Challenges and possibilities
The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified arrangements for teaching, learning and assessment on an emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures may also be seen as opportunities to learn and reshape traditional roles and practices. In this study,…
Standing on the periphery’: Cooperating teachers’ perceptions and responses to the role of supervision
Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger’s concept of legitimate peripheral part…
Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme
This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers ‘live the curriculum’ (Oslin et al., 2001) and experience a SE season (Siedentop, 1994) as participants. Data was collected through weekly observations, researcher and l…
Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme
This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers ‘live the curriculum’ (Oslin et al., 2001) and experience a SE season (Siedentop, 1994) as participants. Data was collected through weekly observations, researcher and l…
Standing on the periphery’: Cooperating teachers’ perceptions and responses to the role of supervision
Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger’s concept of legitimate peripheral part…
Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme
This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers ‘live the curriculum’ (Oslin et al., 2001) and experience a SE season (Siedentop, 1994) as participants. Data was collected through weekly observations, researcher and l…
Standing on the periphery’: Cooperating teachers’ perceptions and responses to the role of supervision
Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger’s concept of legitimate peripheral part…
Disorienting dilemmas and transformative learning for school placement teacher educators during Covid-19: Challenges and possibilities
The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified arrangements for teaching, learning and assessment on an emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures may also be seen as opportunities to learn and reshape traditional roles and practices. In this study,…
Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice
Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparati…
The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (Pete) programmes
In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term…
Teacher educators’ engagement with school-based assessments across Irish teacher education programmes
There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre?service teachers to assess in schools. Interviews with a sample of teacher educators attached to 13 Irish teacher education progr…
Guerrilla teacher educators: Identity considerations of school-based teacher educators in Ireland
The intense focus on teacher quality has raised questions internationally about ‘who’ should be considered as a teacher educator and ‘where’ is best suited for education across the continuum. The school-based turn has naturally focused attention on those referred to as school-based teacher educators and the work they do across the continuum in their first-order settings. However, Ireland is an interesting case as the role of a school-based teache…
Illusions of online readiness: The counter-intuitive impact of rapid immersion in digital learning due to Covid-19
Framed from a socio-cognitive perspective, and the contemporary increased salience of digital learning readiness and competence, the purpose of this study was two-fold: to validate Online Learner Readiness Scale in a new context and to explore potential variances in online readiness within a student-teacher population between less (pre-COVID) and more experienced (during COVID) groups. A CFA was used to examine the suitability of the OLRS in an I…
A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland
Recent policy in Ireland enhanced the position of school placement in Initial Teacher Education programmes. This paper considers how care ethics has a vital role in sustaining the goodwill of the cooperation and guidance from professionals who mediate the school placement setting, noting values of reciprocal caring in placement mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary …
Psychology (9 works) · Pedagogy (8 works) · Mathematics education (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (6 works) · Faculty Development (5 works) · Medicine (5 works) · Political science (5 works) · Professional development (5 works) · Teacher education (5 works)