The aim of the project is to test the theory that, in the context of what has been argued to be a new educational settlement (Vickers 2008) where education and employment now overlap, the transformative possibilities for workplace learning for you people are created, or not, by the learning ethos of the workplaces in which they engage and that this learning ethos is in part created by the presence of young people. Yet attention to the relevance of this dimension is in itself framed by the learning ethos of schools and teachers.
- Dr Annelies Kamp, Dublin City University
- Ms Dorothy Black, University of Ulster
This project aims to examine the interaction between Pedagogical Content Knowledge (PCK) and school and classroom setting with a view to identifying the factors that support or inhibit teachers in the implementation and development of the methodologies and approaches introduced during ITE
- Dr Fionnuala Waldron, St. Patrick’s College, Drumcondra
- Dr Richard Greenwood, Stranmillis University College
- Dr Maeve Liston, Mary Immaculate College, Limerick
This project will
- Draw on existing research and the findings of the previous SCoTENS funded scoping study on mentoring.
- Investigate how mentors and student teachers view the features of effective mentor pedagogies and the possibilities for new and innovative ways of conceptualising mentoring.
- Investigate what would innovate mentor pedagogies look like and what would be the implications for the training fo teacher-mentors in physical education teacher education (PETE) and the wider education community.
- To prepare a Charter of New Mentor competencies to stimulate and inform academic and practitioner debate on the development of innovative mentor pedagogies in PETE and the wider field of teacher education.
Dr Fiona C Chambers, University College Cork
Mr Walter Bleakely, University of Ulster, Jordanstown
Professor Kathleen Armour, University of Birmingham
[2012-2013 SCoTENS Seed Funding £ £4,500]
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- To ascertain how competent BEd primary students in their respective institutions perceive themselves to be in identifying the characteristics of ASD through the teaching element of the BEd course
- To establish how well prepared BEd primary students feel they are in addressing the needs of pupils with ASD through the teaching element of the BEd course.
- To ascertain how much BEd primary student competence in the field of ASD is enhanced as a result of their time spent on school experience.
- To investigate how BEd primary students could be helped to develop their teaching in the area of ASD whils on school experience
- To examine data gathered from the BEd primary students so as to establish whether there are observable differences between students in the two jurisdictions in order to make comparison.
Mrs Mary Greenwood, St Mary’s University College, Belfast
Dr Patricia Daly, Mary Immaculate College
Ms Anne O’ Byrne, Mary Immaculate College
Identify teachers’ perceptions and experiences of university level professional development and the motivating factors that influenced that uptake and the subsequent implementation/non-implementation of learning by the use of a survey and focus group interviews.
- 1. Dr Helen O’Sullivan, Trinity College Dublin
- 2. Dr Barbara McConnell, Stranmillis UC Belfast
- 3. Dr Dorothy McMillan, Stranmillis UC Belfast
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- Explore the nature and conduct of school-based work assessments within a sample of Primary and Post-Primary Initial Teacher Education degree courses drawn from both Northern Ireland and the Republic of Ireland.
- Investigate the links between various school-based assessment techniques and subsequent planning, teaching and learning at degree and post-graduate diploma level.
- Examine the extent to which these various methods of assessment of the school-based work element are found to be satisfactory in the opinions of a selection of stake-holders and end-users.
- Situate and critically discuss the findings with reference to current thinking, including formative assessment.
- Dr Tracey Connelly, University College Cork
- Dr Geraldine Magennis, St Mary’s UC Belfast
- Dr Alicia Curtin – Research Assistant [University College, Cork]
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Amount Granted [£5,000 2011-2012]
Phase I: A baseline comparative study
This project aims to:
- To create a comprehensive baseline understanding of how research awareness, understanding and skills are incorporated and developed during the initial stages of teacher education.
- To provide a ‘force-field analysis’ of the views, perspectives and resources of key actors/stakeholders in teacher education with regard to the factors that support and/or inhibit research capacity-building in the initial phase of teacher education programmes.
Dr Jim Gleeson, University of Limerick
Dr Ruth Leitch, Queen’s University Belfast
Dr Ciaran Sugrue, University of Cambridge
Towards a framework for further education teaching qualifications
The purpose of this research project is to:
- Establish an expert consultative forum of key stakeholders to advise on Teacher Education in North and South of Ireland
- Investigate models of Teacher Education for FE that currently exist in the North and south of Ireland
- Devise a joint framework for Teacher Education for the FE sector in North and South of Ireland focusing on the need to enhance employability and enterprise.
- Consult the Managers and relevant staff of FE colleges in North and South Ireland to ensure the needs of providers is built into the plans for teacher education for FE.
- Consult with staff in GTC NI and the TC South of Ireland
- Design a framework and present findings to the key stakeholders (Teaching Councils and associated working groups, North Eastern Further and Higher Education Alliance, College Managers through the consultative forum and Teacher Education Providers North and South).
- Dissemination of Project findings at a conference upon completion of Project
Final Report Final Report
Mrs Celia O’Hagan, University of Ulster
Professor Gerry Mcaleavy, University of Ulster
Ms Violet Toland, University of Ulster
Dr Jennifer Cornyn, University of Ulster
Dr Ted Fleming, NUI Maynooth
DIRECTORS OF TEACHING PRACTICE RESEARCH GROUP
Achieving consistency in the supervision of student teachers by a range of tutors who come to teaching practice with a variety of backgrounds and agendas, is a challenging issue for those of us who organise and co-ordinate this essential aspect of the BEd degree. This project aims to consider a number of important aspects of supervision and to develop an outline programme of Continuing Professional Development (CPD) for any party involved in the supervision of student teachers in schools.
These series of cross border exchanges will seek to explore the following:
- What expectations are supervisors bringing to the supervision of students?
- How do we set standard expectations?
- What means have we for developing a more coherent, consistent approach?
- Can we develop a programme of CPD in this area?
Ms Claire Connolly, St Mary’s University College, Belfast
Mr Séamie Ó Néill, Froebel College, Dublin
Ms Gail Eason, Stranmillis University College, Belfast
Ms Bernadette Ni Áingléis, St Patrick’s College, Drumcondra
Ms Patricia Slevin, Marino College of Education, Dublin
Ms Margaret Farrar, Church of Ireland College of Education
Mr Néil Ó Conaill, Mary Immaculate College, Limerick
Download Peer Mentoring in FE Teacher Education Project Report
This research project focused on piloting a formalized model of mentorship in line with FE partners north and south.
The project explored a model of peer mentoring in support of Cavan FE teachers and Belfast FE teachers, through the formalized certification of mentors at the University of Ulster in support of the formation of a community of practice across boundaries.
Celia O’Hagan, UU Jordanstown
Dr Ted Fleming, NUI Maynooth