Explorando el potencial de la Teoría de la Actividad Histórico- Cultural para comprender el cambio en educación: Lecciones de un caso de estudio histórico de liderazgo en una escuela irlandesa

This paper reports a research project undertaken whose aim was to explore the possibility of using a particular theoretical framework for engaging in preliminary studies aimed at analysing specific historical instances of change in education. The change that was the focus of the investigation was a new school established by the Sisters of Mercy in Ennis, County Clare (Ireland), to replace an original school built in 1865. This was no ‘ordinary school. Instead, it was at the time deemed a model infant and primary school. While the case is of interest in its own right, the principal aim of the study was to explore the potential of cultural activity theory for engaging in historical analyses of cases of its type and using its structure, the CHAT model, as a framework for presenting results.Este artículo da cuenta de un proyecto de investigación realizado cuyo objetivo fue explorar la posibilidad de utilizar un marco teórico concreto para realizar estudios preliminares dirigidos a analizar instancias históricas específicas de cambio en la educación. El cambio que fue el foco de la investigación fue una nueva escuela establecida por las Hermanas de la Misericordia en Ennis, Condado de Clare (Irlanda), para reemplazar una escuela previa construida en 1865. No fue esta una «escuela ordinaria»; por el contrario, en ese momento se consideró un modelo de escuela infantil y primaria. Si bien el caso es de interés por derecho propio, el objetivo principal del estudio fue explorar el potencial de la teoría de la actividad cultural para enfrentarse al análisis histórico de casos de su tipo y utilizar su estructura, el modelo CHAT, como marco para presentar resultado

Parish pedagogies: an analysis of Irish pre-school practice using the early childhood environmental rating scales

This research applies the Early Childhood Environmental Rating Scales/Revised and the Extension four Curricular Subscales (ECERS/R/E) in a systematic way to measure standards of pre-school provision in Ireland. This exploratory study is the first application of the scales in the Irish context. The evidence based data is analysed using both quantitative (ECERSR/E findings) and qualitative (Relational Pedagogy) approaches. In keeping with The National Children’s Strategy (2000) this research uses a post-modern pedagogical analysis (Relational Pedagogy). In the strategy, the Irish State‘s policy emphasised post-modern pedagogical principles such as the ‗whole child perspective‘. This recognises the capacity of children to interact with and shape the world around them. It regards the child as an advocate in his or her own learning and seeks to listen to the voice of the child is in keeping with EU and Nordic approaches. This philosophy (RP) guides new ECEC quality and curriculum frameworks, namely Síolta and Aistear and Regulation 5 in the 2007 revised Child Care (Pre-School Services) Regulations. These are in essence the new Irish pre-school standards, though not a curriculum and are soon to be implemented. Furthermore, qualitative phenomenological research was used to understand the ‗lived experience‘ of the pre-school practitioner. This method involved interviews and observations and informs the interpretation of the findings. The research population is small but significant, 26 pre-schools throughout Ireland. The findings reveal a minimal standard in many aspects of pedagogy. Pre-math and pre-science provision standards are inadequate. The title Parish Pedagogies comes about as the findings vary from Parish to Parish with no national standard evident. The parish as a unit of organisation is relevant as one third of the cohort have expanded through Parish support systems