Skip to main content
Article
The points, the points, the points”: Exploring the impact of performance oriented education on the espoused values of Senior Cycle poetry teachers in Ireland
English Teaching Practice and Critique (2011)
  • Jennifer Hennessy, University of Limerick
  • Patricia Mannix McNamara, Dr., University of Limerick
  • Carmel Hinchion, University of Limerick
Abstract

Teachers of English experience significant pressure in attempting to meet the requirements of the national examination system, while also seeking to uphold their own ideological and philosophical perspectives on the value of poetry. Drawing on a mixed method study into the teaching of poetry at post-primary level in Ireland conducted between 2007 and 2010, this paper examines current methodological trends in poetry pedagogy. The research identifies a marked imbalance in the prioritisation of pupil development, with many teachers privileging the cognitive development of pupils’ poetic understanding over the affective. The paper also suggests limited attention to the interwoven dimensions of the affective and cognitive domains in the teaching of poetry at senior cycle level in Irish schools. This paper advocates the need to support teachers to develop an integrated pedagogy for teaching poetry in second-level schools, which engages both the critical and the creative in a meaningful manner.

Keywords
  • Poetry,
  • pedagogy,
  • affective,
  • cognitive,
  • education.
Publication Date
2011
Citation Information
Hennessy, J., Mannix-McNamara, P. and Hinchion, C. (2011) The points, the points, the points”: Exploring the impact of performance oriented education on the espoused values of Senior Cycle poetry teachers in Ireland English Teaching Practice and Critique, Vol. 10 (1), pp. 181-198.