Aoife Brennan's research while affiliated with Dublin City University and other places

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Publications (2)

Figure 1. Conceptual framework (Brennan et al., 2019).
Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice
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  • Sep 2021
The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who eng...
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Figure 1. Conceptual framework.
Figure 2. Levels of use of new practice (King, 2014).
Supporting the enactment of inclusive pedagogy in a primary school
Article
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  • Jun 2019
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpin...
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Citations

... There is a need to implement a movement from a top-down professional learning program to a more collaborative approach to teacher education when the goal is to address reform-driven educational change (Dastgahian & Scull, 2021). The findings prove that PLC can support teachers to develop and maintain inclusive practices in the long run through continuous change in individual and collaborative practices of teachers (Brennan & King, 2021). ...
Reference: Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review
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... Practitioner cognition is viewed as having personal, situated and distributed dimensions within nested activity systems at classroom, organisation and community levels (Opfer and Pedder, 2011), with fundamental shifts in cognition emerging from these "practice-complexes" (Watson, 2014). This is conceptualised as reciprocal interaction between new knowledge, reflection on existing beliefs and assumptions, and experimentation with practice that aids retrieval of what has been learned and ensures its practical application (Brennan et al., 2019;Rouse, 2008). ...
Reference: Impact of critical pedagogy on professional learning for post-16 education
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