International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Northern Ireland
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14 items
1
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Published: 2016
Updated: Nov. 15, 2018
2
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Published: 2017
Updated: Oct. 18, 2017
3
Continuing Professional Development – Why Bother? Perceptions and Motivations of Teachers in Ireland
This article aims to focus on the motivating and inhibiting factors relating to teachers’ engagement with continuing professional development (CPD) and to analyse the data in relation to Herzberg et al.’s (1959) two-factor theory, as a means of drawing implications for the future provision of CPD in the Republic of Ireland and Northern Ireland. The findings indicate that teachers’ intrinsic motivation to seek out their own CPD continues to apply to actually engaging in CPD. Teachers in this study expressed a preference both to seek out and to pursue CPD areas that they valued for their own personal reasons and in response to their own personal and/or professional needs. The findings demonstrate that intrinsic (personal) factors – namely career advancement, potential growth and achievement – were the chief catalysts in motivating teachers in this study to engage in CPD.
Published: 2016
Updated: Aug. 03, 2016
4
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Published: 2012
Updated: Dec. 22, 2014
5
This study compares between the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration.
Published: 2013
Updated: Oct. 20, 2014
6
This article investigates teacher educators’ perspectives on the purposes, benefits and drawbacks of adopting a subject-specific standards-based approach in Physical Education Teacher Education in Ireland. Thirteen physical education teacher educators participated in the study. The teacher educators were supportive of adopting a standards-based approach grounded in a democratic ideology to increase accountability, enhance professionalism and improve the status of physical education in higher education and school contexts.
Published: 2012
Updated: Apr. 03, 2013
7
‘Lights, Camera, Reflection’: Using Peer Video to Promote Reflective Dialogue among Student Teachers
The current article examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers. The study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.
Published: 2010
Updated: Jul. 26, 2011
8
This article traces some of the systemic challenges and opportunities for educational research capacity building that arise from Northern Ireland being uniquely positioned as a small polity. It also critically appraises how initiatives elsewhere to build capacity in teacher education, while providing valuable exemplars, are unlikely to transfer readily to this context.
Published: 2009
Updated: Nov. 09, 2009
9
The article reflects upon student teachers' conceptions of inter-community relations. It also considers the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible.
Published: 2009
Updated: Mar. 31, 2009
10
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes.
Published: 2008
Updated: Jan. 21, 2009