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A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland
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Date
2023
Abstract
Recent policy in Ireland enhanced the position of school placement in Initial Teacher Education programmes. This paper considers how care ethics has a vital role in sustaining the goodwill of the co-operation and guidance from professionals who mediate the school placement setting, noting values of reciprocal caring in placement mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary and post-primary cooperating teachers were interviewed during this cross-sectional study in order to ascertain insight into the lived experience of classroom teachers during school placement. Participants acknowledged the cooperating teacher role as professionally demanding, a rewarding experience, but also crucially linked to a duty and care premise. Participants show an emplacement of being within a moral dilemma symptomising a moral madness. Recommendations include enhanced collaborative policy development, an understanding of care in such policy, and a national approach to continuous professional development of cooperating teachers
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Publisher
Taylor & Francis Group
Citation
European Journal of Teacher Education
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Young_2023_Moral.pdf
Adobe PDF, 703.33 KB