How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

Bereavement support provision in primary schools: an exploratory study

ABSTRACT

In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff.     

Transition of students with autistic spectrum disorders from primary to post‐primary school: a framework for success

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post‐primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and post‐primary schools. Findings included strong oral communication between schools, transition programmes in many post‐primary schools, a variety of generic and ASD specific strategies in both primary and post‐primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community.     

Too cool for school? Musicians as partners in education

This article addresses the distinctive role that artists play in education. Although there has been a growing body of research internationally into artists involved in teaching and learning processes, the practice of artists in education in Ireland has developed in an uneven and sometimes disjointed manner. The field of ‘arts in education’ and issues surrounding its policy and practice in Ireland are investigated here. This article takes music as a focus in examining musicians' engagement in educational partnerships. Discussions around the role of artists in educational settings, successful partnerships and professional development are presented. Interviews carried out with a purposive sample of eight musicians are thematically analysed to provide meaningful insight into these debates drawn from actual practice. In this way, the article contributes to developing research into arts in education and, more specifically, music in education. In doing so, it hopes to underpin future policy, practice and stimulate further research in this area.