Rachel Farrell
Biographic Data
| ID | 8989308 |
|---|---|
| NAME | Rachel Farrell |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Farrell |
| SIGNATURE | FARRELL R |
| AFFILIATIONS | University College Dublin |
| ORCID | 0000-0001-5828-7938 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Navigating the Digital Transformation of Education
Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of Education [Ireland], and Akadimos, a teacher continuing professional development provider […
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for te…
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of 'partnership'. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leade…
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings
This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, and institutional crisis-mediation settings (Switzerland, Germany, Ireland), we examine how crisis-informed policy response addresses global challenges like teacher shortages and digitalization. Employing an assemblage approach, we foreground how such r…
Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
Virtual Reality in Initial Teacher Education (VRITE)
This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs)…
Covid-19 as a catalyst for sustainable change
While challenges faced by school leaders during the COVID-19 pandemic have been extensively discussed, this article explores ways in which student teachers have demonstrated 'adaptive expertise' in response to a changing educational landscape that have enabled them to support schools during this public health emergency. Discerning school leaders have over the past twelve months looked to student teachers on school placement to demonstrate teacher…
Role Swapping Can Work To Revitalize Faculty, Teachers
This article describes the antics of two "crazy" teachers, one from a high school and the other from a university, who decided to change roles for 10 weeks. Their antics have not as yet driven them from the world of public education, and may evolve into a model program in Dade County, Florida
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Role Swapping Can Work To Revitalize Faculty, Teachers
This article describes the antics of two "crazy" teachers, one from a high school and the other from a university, who decided to change roles for 10 weeks. Their antics have not as yet driven them from the world of public education, and may evolve into a model program in Dade County, Florida
Covid-19 as a catalyst for sustainable change
While challenges faced by school leaders during the COVID-19 pandemic have been extensively discussed, this article explores ways in which student teachers have demonstrated 'adaptive expertise' in response to a changing educational landscape that have enabled them to support schools during this public health emergency. Discerning school leaders have over the past twelve months looked to student teachers on school placement to demonstrate teacher…
Virtual Reality in Initial Teacher Education (VRITE)
This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs)…
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for te…
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of 'partnership'. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leade…
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings
This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, and institutional crisis-mediation settings (Switzerland, Germany, Ireland), we examine how crisis-informed policy response addresses global challenges like teacher shortages and digitalization. Employing an assemblage approach, we foreground how such r…
Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
Navigating the Digital Transformation of Education
Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of Education [Ireland], and Akadimos, a teacher continuing professional development provider […
Pedagogy (8 works) · Political science (6 works) · Psychology (6 works) · Sociology (6 works) · Computer Science (4 works) · Mathematics education (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Educational technology (3 works) · General partnership (3 works)