Arts-Based Approaches to Studying Traveller Children’s Educational Experiences

In this article, we present ideas on how arts-based methods can be applied to conducting research with a minority ethnic group (i.e., Traveller children) and offer ways to analyse data. We refer to the culture of Traveller children, report statistics on their educational performance and refer to recent research in Northern Ireland on their disengagement from compulsory post-primary (11-16 years old) education. We look through the lens of Bronfenbrenner’s ecological systems theory and consider a re-think of the approach typically used in research to tap into Traveller children’s educational experiences. We offer a brief summary of the principles of arts-based research, outlining the theoretical underpinnings of supporters who argue for its use in educational research settings. We elaborate on three arts-based research methods as options in the design of conducting research with Traveller children and offer advice on associated ethical issues. In exploring methods of analysis, we refer to the types of data and suggest a content and thematic analytical approach to interpret the data. In conclusion, we reiterate the importance of offering these culturally responsive means to engage with this minority ethnic group

Teacher education in times of change: responding to challenges across the UK and Ireland

Teacher education in times of change offers a critical examination of teacher education policy in the UK and the Republic of Ireland over the past three decades, since the governments of all five nations started making major interventions. Written by a research group from the five countries, it makes international comparisons and covers broader developments in professional learning, to place these key issues and lessons in a wider context. The approach taken is a broad cultural historical one that seeks to deploy a ‘home international’ comparative methodology. After analytical accounts of policy developments in each of the five nations, four themes are considered cross-nationally: standards and accountability; research; higher education; and partnership. The major conclusion reached is that there are distinctive elements both in policy processes and in policy outcomes in all five of the nations but also significant commonalities that appear to reflect some of the wider trends in teacher education internationally that may be associated with globalisation. The analysis provided by the book demonstrates the deep political, sociological and educational significance of teacher education in contemporary democratic societies

Teacher Education in Times of Change

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context

Teacher Education in Times of Change

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context