Thesis-1988-Charthaigh.pdf (6.66 MB)
Gender issues in teacher education in Ireland
thesis
posted on 2018-05-18, 14:09 authored by Dearbhal ni CharthaighIn 1985 the council of Ministers of Education of the
European Community agreed upon a Resolution containing
an action programme for equal opportunities in education
for girls and boys. One element of that programme was the
inclusion of equal opportunities in the curriculum of
teacher education. This thesis represents a series of
developments in research and curriculum development which
have resulted in a Community wide Action Research
programme by the Commission of the European Communities
to implement the terms of the action programme in all
member states. The thesis examines the social and occupational status of
women in the Republic of Ireland in the light of the differential education received by boys and girls. The participation
of women in mathematics. Science and Technology
in particular is examined, and, drawing on the
author's own data from a sample of girls in second-level
schools, conclusions regarding the nature of teacher
education programmes are drawn.
The central part of the thesis examines the structure of
teacher education in Ireland and the place of equal opportunities
in the curricula of all the institutions offering
pre-service teacher education. This data is
evaluated against the available data from the member
states of the European Community and leads, in the final
part, to a presentation of a model curriculum for the integration
of equal opportunities in both pre- and in-service
teacher education. Examples of the integration of
gender issues in teacher education are provided from the
author's own courses, and the thesis concludes with a
proposal for an Action Programme to give expression to
the model curriculum design presented in the thesis.
History
School
- Science
Department
- Mathematics Education Centre
Publisher
© Dearbhal ní CharthaighPublisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
1988Notes
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.Language
- en
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