Geraldine Mooney Simmie
Biographic Data
| ID | 770019 |
|---|---|
| NAME | Geraldine Mooney Simmie |
| GIVEN NAMES | Geraldine Mooney |
| FAMILY NAME | Simmie |
| SIGNATURE | SIMMIE G M |
| AFFILIATIONS | University of Limerick |
| ORCID | 0000-0002-5026-4261 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data
Respect as a critical reflexive practice during induction: Exploring mentor teachers’ conceptions of respect
Newly Qualified Teachers (NQTs) are often required to place a high priority on the value of respect within their first year as a beginning teacher. The practice of respect is a central issue within the educational discourse (Mills 2020) and mentor teachers of NQTs have a vital role in cultivating and problematising their understanding of respect. This study focuses on how experienced mentor teachers (n = 54) conceive the practice of respect withi…
The fast globalizing gendered construction of teacher education: A critical feminist research policy analysis of the contemporary reform movement
Gendered narratives of teacher education often rely on research studies that examine the living contradictions of practice in a fast globalizing educational reform ensemble. Here, I argue that it is equally important for women in the academy of teacher education to conduct critical feminist research into the gendered construction of teacher education in macro policy landscapes to reveal, challenge, and change the new hegemonic masculinities at pl…
Professionalisation of early childhood education and care practitioners: Working conditions in Ireland
The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform …
Teacher professional learning: A holistic and cultural endeavour imbued with transformative possibility
In this article, I conduct a critical scrutiny of how best to frame Teacher Professional Learning (TPL) in a time of uncertainty, to what extent, contemporary mainstream literature provides a complete description of this construct and, if not, what might be missing, hidden, unintended or otherwise overlooked. I draw from critical feminist perspectives as a novel lens to theorise TPL differently, taking a holistic, emancipatory and nuanced perspec…
The gendered construction of teachers’ identities and practices: Feminist critical discourse analysis of policy texts in Ireland
While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effec…
Democracy and Teacher Education: Dilemmas, Challenges and Possibilities
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics and equity in education. Illustrated through vignettes from practising teachers, as well as suggested questions and supplementary readings for each chapter, the authors recognise and explore the complex nature of the insoluble problems that face practising teachers in their everyday lives and how they can be unders…
Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk
Teachers' democratic assignment: A critical discourse analysis of teacher education policies in Ireland and Sweden
The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unpre…
Democracy and emancipation in teacher education: A summative content analysis of teacher educators’ democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000…
How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words whic…
Theorising participation in urban regeneration partnerships: An adult education perspective
While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation…
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the…
The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Seconda…
The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely aligned to a global imaginary and largely directed toward individual learners within a stratification of…
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the…
The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Seconda…
The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely aligned to a global imaginary and largely directed toward individual learners within a stratification of…
Democracy and emancipation in teacher education: A summative content analysis of teacher educators’ democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000…
How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words whic…
Teachers' democratic assignment: A critical discourse analysis of teacher education policies in Ireland and Sweden
The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unpre…
The gendered construction of teachers’ identities and practices: Feminist critical discourse analysis of policy texts in Ireland
While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effec…
Theorising participation in urban regeneration partnerships: An adult education perspective
While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation…
The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Seconda…
The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely aligned to a global imaginary and largely directed toward individual learners within a stratification of…
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the…
Democracy and emancipation in teacher education: A summative content analysis of teacher educators’ democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000…
How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words whic…
Theorising participation in urban regeneration partnerships: An adult education perspective
While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation…
Teachers' democratic assignment: A critical discourse analysis of teacher education policies in Ireland and Sweden
The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unpre…
Democracy and Teacher Education: Dilemmas, Challenges and Possibilities
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics and equity in education. Illustrated through vignettes from practising teachers, as well as suggested questions and supplementary readings for each chapter, the authors recognise and explore the complex nature of the insoluble problems that face practising teachers in their everyday lives and how they can be unders…
Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk
The fast globalizing gendered construction of teacher education: A critical feminist research policy analysis of the contemporary reform movement
Gendered narratives of teacher education often rely on research studies that examine the living contradictions of practice in a fast globalizing educational reform ensemble. Here, I argue that it is equally important for women in the academy of teacher education to conduct critical feminist research into the gendered construction of teacher education in macro policy landscapes to reveal, challenge, and change the new hegemonic masculinities at pl…
Professionalisation of early childhood education and care practitioners: Working conditions in Ireland
The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform …
Teacher professional learning: A holistic and cultural endeavour imbued with transformative possibility
In this article, I conduct a critical scrutiny of how best to frame Teacher Professional Learning (TPL) in a time of uncertainty, to what extent, contemporary mainstream literature provides a complete description of this construct and, if not, what might be missing, hidden, unintended or otherwise overlooked. I draw from critical feminist perspectives as a novel lens to theorise TPL differently, taking a holistic, emancipatory and nuanced perspec…
The gendered construction of teachers’ identities and practices: Feminist critical discourse analysis of policy texts in Ireland
While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effec…
Respect as a critical reflexive practice during induction: Exploring mentor teachers’ conceptions of respect
Newly Qualified Teachers (NQTs) are often required to place a high priority on the value of respect within their first year as a beginning teacher. The practice of respect is a central issue within the educational discourse (Mills 2020) and mentor teachers of NQTs have a vital role in cultivating and problematising their understanding of respect. This study focuses on how experienced mentor teachers (n = 54) conceive the practice of respect withi…
Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data
Sociology (12 works) · Pedagogy (11 works) · Political science (11 works) · Law (10 works) · Politics (10 works) · Teacher Education and Leadership Studies (7 works) · Gender Studies (6 works) · Global Education and Multiculturalism (6 works) · Global Educational Policies and Reforms (6 works) · Social science (6 works)