Pre-service Teacher Education in the Context of Lifelong Learning

Author(s):

Anne Dolan

Conference:

ECER 2010

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 11 B, Research in Teacher Education: Cultures and Methodologies

Paper Session

Time:

2010-08-27

14:45-16:15

Room:

AUDITORIUM XII, Päärakennus / Main Building

Chair:

Jennifer Harrison

Contribution

Lifelong Learning has become a prominent feature of educational policy in recent years around the world. It remains high on the agendas of the United Nations Scientific and Cultural Organization (UNESCO), the Organisation for Economic Co-operation and Development (OECD), the World Trade Organization and the European Union. The European Commission defines lifelong learning as ‘all learning activity undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment related perspective’ (European Commission, 2000: 3). A commitment to lifelong learning is also evident in the Irish context through a range of policy documents and legislative instruments.

The important relationship between teachers, teacher educators and lifelong learning has been documented in the literature (Day, 1999). The European Green Paper on Teacher Education (2000) acknowledges that student teachers should be well prepared for lifelong learning, especially in the context of the lifelong nature of the teaching career but also in the context of the opportunities for diversification within the teaching profession which are now available in several European countries.

Within the lifelong learning framework, commitment to encouraging increased participation by mature students in higher education is firmly established on the policy agenda, both nationally and internationally. Today mature students represent approximately 10% of the undergraduate student teacher population in colleges of education in Ireland.

This study focuses on the experiences of adult learners, i.e. mature student teachers who were enrolled on a Batchelor in Education programme at the time of data collection. The research aims to assess experiences of female mature students as lifelong learners in a formal third level setting. This study set out to problematise and conceptualise lifelong learning in the context of a group of students who are currently grappling with the demands of learning while also attending to their daily commitments as adults.

This qualitative study of the experiences of a number of female student teachers in one college of education in Ireland is informed by a multifaceted theoretical framework which incorporates symbolic interactionism, critical realism and critical theory. It is based on a framework for analysing teacher education adopted from Murray and Maguire (2007).

Method

The data was collected through three in depth narrative interviews whereby each woman had an opportunity to reflect on her experience as a mature student teacher. Through these interviews the women had an opportunity to construct their own stories. The interviews took place at the end of the students’ three year degree programme. I adopted an approach articulated by Shulman (1982) namely the three interview process whereby interview one focused on a detailed life history, interview two focused on their experience of studying for their degree programme and interview three provided an opportunity for the students to reflect on their experience as a mature student in the context of their lifelong experiences to date.

Expected Outcomes

This paper explores the relationship between lifelong learning and teacher education, with reference to the experiences of mature students in one college of education in Ireland. It highlights some contradictions which exist between the macro policies of lifelong learning and the micro experiences of mature student teachers. It also highlights some of the contradictions which exist between the actual delivery of teacher education in Ireland and the aspirations of lifelong learning. Primary teachers are in a unique position to facilitate greater levels of lifelong learning in society in the future. In the context of a changing environment for teacher education, this paper provides practical recommendations for teacher education which are informed by the policies of lifelong learning. In contributing to a greater understanding of lifelong learning as it is being experienced, the research will inform policy on a macro level in Ireland, as well as policy at individual third level institutions in Ireland and in Europe. The research will be of interest to those working in the field of adult education in general and with mature students in particular.

References

Buchberger, F., Campos, B.P.,Kallos, D.,Stephenson, J. (Eds) (2000) Green Paper on Teacher Education in Europe: High Quality Teacher Education for High Quality Education and Training. Sweden, Thematic Network on Teacher Education in Europe. European Commission (2000) A Memorandum on Lifelong Learning, Commission Staff Working Paper Brussels, 30.10.2000 SEC (2000) 1832. Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Falmer Press. Murray, J. and Maguire, M. (2007) 'Changes and continuities in teacher education: international perspectives on a gendered field', Gender & Education, 19(3), 283-296. Schuman, D. (1982) Policy analysis, education and everyday life. Lexington, MA: Heath.

Author Information

Anne Dolan

Mary Immaculate College

Learning Society and Religious Education

Limerick

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