John Dallat
Ulster University
16 Papers
150 Citations
John Dallat is an academic researcher from Ulster University. The author has contributed to research in topics: Teacher education & Higher education. The author has an hindex of 7, co-authored 16 publications.
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Papers
Promoting reflective practice in initial teacher training
Anne Moran,John Dallat +1 more
TL;DR: The authors examined five school-based initial teacher training schemes and assessed the most successful aspects of each, focusing on the ways in which student teachers are encouraged and assisted systematically to reflect on their practice.
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The Application of Videoconferencing to the Advancement of Independent Group Learning for Professional Development.
TL;DR: In this article, a compressed landline videoconferencing system was installed at the multi-campus University of Ulster in 1990, and its use for teaching and learning has involved up to three groups of students based on different campuses enrolled for the same module.
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Newly Qualified Teachers in Post-primary Schools in Northern Ireland: the support provided for their needs and their own vision for induction
TL;DR: In this article, the authors report research on the needs of newly qualified teachers in post-primary schools in Northern Ireland and report that they were generally satisfied with initial training and enjoyed the rewards of seeing pupils learn, but they had concerns about discipline and the pressure of time.
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Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined
Brian Cummins,John Dallat +1 more
TL;DR: This article argued that the listing of a diverse range of "soft" skills or attributes is less than helpful, especially at a time of wider post-primary curriculum reform, in which the focus is shifting from prescriptive, content-based programs, to a pupil "learning outcome" model.
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Nurse Education: From casualty to scapegoat?
Norma C. Grindle,John Dallat +1 more
TL;DR: In this paper, the authors consider the latest hurdle for nurse education within the historical context of the developing nursing curriculum and trace a pattern (and some future indicators) from the various obstacles and constraints which have inhibited the progress of nursing in its troubled search for full professional status.
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