Search results for: O’Flaherty Joanne

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Executive Function During Teacher Preparation
Authors: Corcoran Roisin P., O’Flaherty Joanne
This study investigated executive function development during teacher preparation. The findings suggest that pre-service student teachers typically have average levels of metacognition index (MI) and behavioural regulation index (BRI) compared to the wider population.
Published: 2017
Updated: Nov. 13, 2018
2
Irish Student Teachers’ Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
Authors: O’Flaherty Joanne, Gleeson Jim
This article discusses findings from a longitudinal study of the levels of moral reasoning of student teachers in an Irish university. While comparing theses students' results to international findings, it was found that the levels of moral reasoning of these students’ were higher than those of their international peers.
Published: 2017
Updated: Oct. 29, 2017
3
The Use of Case-Based Learning in the Development of Student Teachers’ Levels of Moral Reasoning
Authors: O’Flaherty Joanne, McGarr Oliver
This article examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. Results indicate statistically significant increases in levels of moral reasoning post intervention. This finding suggests that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.
Published: 2014
Updated: May. 01, 2016
4
An Examination of Pre-service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools
Authors: McCormack Orla, O’Flaherty Joanne
This study was conducted following the return of pre-service teachers from the teaching practice. The study also examines the attitudes of the pre-service teachers towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so.
Published: 2010
Updated: Dec. 03, 2010