NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ815676
Record Type: Journal
Publication Date: 2007-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0332-3315
Exploring Who We Are in the Context of Global Reforms in Education: The Second Level Support Service in Conversation
McDermott, Kevin; Henchy, Deirdre; Meade, Della; Golden, Kieran
Irish Educational Studies, v26 n3 p239-252 Sep 2007
How will the Second Level Support Service (SLSS), established to support curriculum reform and the professional development of teachers, sustain its own professional development and identity in a climate of change and uncertainty? How will the SLSS maintain its vision of continuous professional development in the midst of educational reform? This article reports on a research project undertaken jointly by the SLSS and the Department of Education and Professional Studies, University of Limerick, designed to support the professional development of the SLSS, as it addressed, in a reflexive way, the questions posed above. The article outlines: the context, including the public policy context, in which the research was undertaken; the research design which incorporates narrative enquiry and collegial conversation; and some of the main themes which emerge from the three focus groups, whose conversations provided the research data. Chief among these themes is the degree to which the vision and practice of the SLSS supports or challenges the view of teachers and teaching which underlies the reform of education. The article offers some concluding remarks which relate the project to critical theory and organisational development. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland