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Selected Works

SelectedWorks

Teacher Education and Professional Development

Dr. Jennifer Hennessy

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Articles 1 - 2 of 2

Full-Text Articles in Education

'Using Drama In Education To Develop Pre-Service English Teachers' Understanding And Capacity In Teaching Social Justice At Post-Primary Level', Jennifer Hennessy Jan 2011

'Using Drama In Education To Develop Pre-Service English Teachers' Understanding And Capacity In Teaching Social Justice At Post-Primary Level', Jennifer Hennessy

Dr. Jennifer Hennessy

One of the most common forms of non-recognition in education is for a group to be generally left outside educational discourse by not being named or known (Lynch and Baker 2005). Addressing inequalities of respect and recognition involves, amongst other things, the development of critical and empathetic perspectives and of educational experiences which enable critical dialogue (Lynch and Baker 2005). This paper examines a project conducted in the University of Limerick in 2010 with a cohort of 3rd year pre-service English teachers. The aim of the project was to facilitate an understanding of how drama in education could be used ...


Poetry And Pedagogy: Exploring The Opportunity For Epistemological And Affective Development Within The Classroom, Jennifer Hennessy, Carmel Hinchion, Patricia Mannix Mcnamara Jan 2010

Poetry And Pedagogy: Exploring The Opportunity For Epistemological And Affective Development Within The Classroom, Jennifer Hennessy, Carmel Hinchion, Patricia Mannix Mcnamara

Dr. Jennifer Hennessy

This paper provides a review of the priority afforded to the development of pupils’ affective and epistemic development within the contemporary poetry class. The paper reports on the findings of a research project which explored the experience of teaching and learning within the post-primary Leaving Certificate programme in Ireland. The research includes interview and questionnaire data obtained over a three year period from 2007-2010 from 80 post-primary teachers of Leaving Certificate poetry and 200 post-primary Leaving Certificate pupils. The paper highlights the malign impact of summative assessment on teachers’ pedagogical aspirations, identifying widespread professional dissonance amongst the cohort. Resultantly, empirical ...