Alison Iredale

Bio: Alison Iredale is an academic researcher from Leeds Beckett University. The author has contributed to research in topics: Lifelong learning & Teacher education. The author has an hindex of 6, co-authored 23 publications receiving 139 citations. Previous affiliations of Alison Iredale include University of Huddersfield.

Coaching and mentoring

Abstract: The career coach helps individuals identify what they want and need from their career, then make decisions and take the needed actions to accomplish their career objectives in balance with the other parts of their lives (Institute). Coaching activities focus on the individual’s career concerns, with the coach eliciting and using feedback on the individual’s capabilities as part of a discussion of career options. The process should lead to increased clarity, personal change and forward action (BREFI).

Confidence, risk, and the journey into praxis: work-based learning and teacher development

Abstract: This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development (CPD) of teachers. The context for this examination is the Lifelong Learning Sector (LLS) in England, which sits between secondary schools and universities, and the discussion is illustrated with data gathered from trainee teachers in this sector. Understandings of confidence are considered and it is argued that the inculcation of confidence through risk-taking is important for new teachers in their journey to praxis. The article concludes by arguing that the transformative potential of critical engagement with professional knowledge on teacher education courses and through work-based learning (WBL) should be balanced with the need for the good and appropriate time necessary for the risky political act of reflection, not merely the immediate technical evaluation of practice.

Down the rabbit‐hole: Routinised practices, Dewey and teacher training in the lifelong learning sector

Abstract: Purpose – The purpose of this paper is to explore the ideas of John Dewey on experience and experiential learning. The context is that of trainee teachers participating in a higher education (HE) through in‐service initial teacher training (ITT) for the Lifelong Learning sector in the UK.Design/methodology/approach – The paper uses recent practitioner research conducted with trainee teachers to explore and contextualise Deweyan ideas and practices around notions of experience and experiential learning. The research methodology is qualitative, interpretive and, reflexive. What is actively sought, and welcomed are examples of congruence, dissonance, conflation and confusion in relation to several theoretical perspectives, one of which is Dewey's ideas on experience and experiential learning.Findings – It is argued that initial teacher training should be broad based and situated, rather than focused on mastery or competency, in order to counteract the funnelled and routinised nature of much of current teachi...

A review and synthesis of the use of social media in initial teacher education

Abstract: Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media i...

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.