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What rough beast? Conceptualising the poetry teacher in Ireland through the eyes of the pupil,
Date
2012
Abstract
Pupils have a significant contribution to make in the construction of knowledge about teaching and learning in schools. Therefore, consultation with pupils should play a significant role in the pursuit of pedagogical advancement. This study explores pupils’ conceptions of effective poetry teachers at Leaving Certificate level in Ireland. Taking a phenomenographic approach, this study draws on interviews conducted with 23 senior cycle pupils. Set against a transcontextual backdrop of pupil apathy and disengagement in the poetry classroom, this study identifies five significant categories of learning for pre-service teachers aiming to optimise student engagement within the poetry classroom. The imperative for action, specifically at pre-service level, is outlined and recommendations in the pursuit of pedagogical advancement in the poetry classroom are proposed.
Supervisor
Description
peer-reviewed
Publisher
Routledge, Taylor & Francis Group
Citation
Asia-Pacific Journal of Teacher Education;40(4), pp. 379-394
Collections
Files
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/1.0/