ABSTRACT

TITLE: Local Interchanges: Initial Teacher Perspectives on Participation in Alternative

Education Learning Experiences in Letterfrack, Co. Galway.
AUTHOR:
AFFILIATION:

Dr. Pauline Logue Collins

Galway Mayo Institute of Technology (GMIT), Letterfrack.

Training in alternative education and reflective pedagogical practice are important elements of
teacher education (TE) provision. The Galway Mayo Institute of Technology (GMIT), Letterfrack
- a provider of undergraduate Teacher Education (TE) for second level teachers in the
technical subjects - integrates both elements intentionally in its BSc (Hons) in Education
(Design Graphics and Construction) programme. In the (year two) module, Teaching Practice
Preparation, student teachers observe and assist-teach, in rotating pairs, in local alternative
(non-mainstream) education settings; YOUTHREACH and VTOS, respectively. Personal and
professional learning is processed and shared in the context of a social constructivist model
of collaborative reflection, using journaling and Moodle forum reflection methods. This action
research study, conducted over a two year period (2013-2015), investigates the impact of local
interchange experiences on initial teacher learning. The research seeks to: 1) identify and
explore defining learning experiences, and 2) critique current module delivery, with a view to
providing recommendations for future action research cycles. Research methodologies
include journaling, focus group reflective discussions, and Moodle online forum critical
reflections. The research finds that the students value the YOUTHREACH and VTOS alternative
education learning experiences, recognising in them significant opportunities for personal and
professional growth. There is a recognition of a two-way learning process, as well as evidence
in student narratives of increased awareness regarding context-appropriate teaching
methodologies. The learning experience has also stimulated personal reflection regarding
personal suitability for teaching in alternative education settings, in a number of cases.
KEY WORDS:

Alternative Education, Initial Teacher Education.