Exploring Japanese research lessons study as a model of peer to peer professional learning
This study seeks to explore the use of Research Lesson Study (RLS), a long-established professional development strategy in Japan, as a model of school-based and peer-to-peer professional development for teachers which is new to Northern Ireland and the Republic. Broadly stated, RLS involves between 3-5 teachers forming a group that plans lessons, observes them being taught by each other and analyses them with a view to improving practice. There are various approaches to RLS but this proposal seeks to adapt the successful work of Dudley (2005), which was arguably the first formal application of RLS techniques for professional development anywhere in Ireland or the UK.
The focus of this small-scale study is to examine this relatively new professional learning tool in a secondary level school in Sligo and Belfast. The key research questions are:
- Can RLS offer an effective school-based and peer-to-peer approach to staff development in schools?
- What factors facilitate or hinder the improvement of pedagogy and ultimately learning through RLS?
Professor John Gardner, Queen’s University Belfast
Mr Gerard Devlin, Queen’s University Belfast
Dr Debie Galanouli, Queen’s University Belfast
Dr Mary Magee, St Angela’s College, Sligo
Ms Kathryn McSweeney, St Angela’s College, Sligo
Effective mentoring within physical education teacher education
The aim of this research project is to:
- Prepare a summary of existing research on best practice in effective mentoring in the work place, within and beyond education
- Analyse three different models of mentoring in PETE (physical education teacher education) in three research sites, and to compare them with each other and the existing literature on effective mentoring.
- Provide an opportunity for mentors in the three research sites to comment on current practice and it identify gaps in their training and preparation for becoming an effective mentor.
- Prepare a position statement on effective mentoring in PETE, using the format of a collaborative seminar that can inform practice in the three research sites, underpin joint research publications and provide a rationale for further collaborative research.
Dr Fiona C Chambers, University College Cork
Mr Walter Bleakley, University of Ulster at Jordanstown
Dr Deirdre Brennan, University of Ulster at Jordanstown
Children exposed to domestic abuse
Helping student teachers understand their role in primary school settings
This research project will undertake an audit in the participating institutions to identify the extent to which the topic of domestic abuse is included in the undergraduate education curriculum. Results from the audit will be used to inform the development and evaluation of a tailored education programme with student teachers. The aim of the education programme is to increase student teachers knowledge and understanding of domestic abuse and the impact it has on primary school aged children’s learning, development, behaviour and relationships within an educational context. The use of actors in the education programme provides an opportunity to address real life situations in a safe environment.
Dr Bronagh McKee, Stranmillis University College
Ms Stephanie Holt, Trinity College Dublin
The purpose of this project is to investigate the professional development needs of those second level (post primary) teachers who have a specific remit to work with students who have special educational needs (SEN) in mainstream school settings.
Ms Elizabeth O’Gorman, Professor Sheelagh Drudy & Ms Mairin Barry, University College Dublin.
Dr Eileen Winter, Institute of Child Education and Psychology Europe (ICEPE) and Dr Ron Smith, Queen’s University Belfast.
Download a copy of the report. [3.1 MB ]
- Support for teachers, linguistic and intercultural
- Provision of opportunities for a cluster of teachers to work collaboratively North and South, to inform the outcome
- Focused research at institutional level (IILT TCD & SELB)
- Promotion of respect for diversity and challenging prejudice
- Promotion of an inclusive school/classroom
- Enhance provision of English as a second language
- Share best practice
- Disseminate best practice through the use of the Internet
Ms Mary Yarr Southern Education and Library Board
Ms Barbara Simpson, IILT, Trinity College Dublin
Professor David Little, IILT Trinity College Dublin
Download the Toolkit [pdf 577 kb].
Download Disablist bullying: An investigation of student teachers’ knowledge and confidence
The aim of the research project is to investigate:
- The knowledge of disablist bullying by student teachers’ in both jurisdictions,
- The confidence of student teachers’ in both jurisdictions in dealing with disablist bullying.
- Looking at priorities for North/South Initial Teacher Education in moving towards improving the preparation of teachers to address effectively the issue of disablist bullying in schools.
Dr Noel Purdy at the annual SCoTENS conference
Dr Noel Purdy, Stranmillis University College, Belfast
Dr Conor McGuckin, Trinity College Dublin
SCoTENS Grant awarded £4,500
Aims and Objectives
- Establish and develop links between the Centre for Human Rights and Citizenship Education, St Patrick’s College and the Global Dimension in Education Project in St Mary’s College
- Share practive in relation to ‘whole college’ approaches to the integration of a global justice dimension into initial teacher education
- Document current and potential pathways and opportunities for undergraduate and/or post graduate teachers to develop competencies in teaching for democratic citizenship in both colleges.
- Identify research needs in relation to the work of both centres and develop an appropriate plan in relation to initial teacher education and the global justice dimension in both colleges.
Mr Brian Ruane, St Patrick’s College, Drumcondra
Dr Gerard McCann, St Mary’s University College
[SCoTENS Seed Funding 2008-2009 £1,700]
At the launch of the report were from left to right Elaine Mooney, Amanda McCloat and Eileen Kelly-Blakeney
To investigate/examine the perceptions, knowledge, attitudes and experiences of primary school teachers in their teaching of healthy eating.
- To complete a comparative study of nutrition education with the primary level curricula in NI and R/I with regard to progression of key concepts from school entry age to completion of primary education stage.
- To establish how teachers translate the syllabus into practice in their classrooms
- To document teachers experiences of teaching healthy eating and nutrition within their respective SPHE syllabi
- To determine levels of satisfaction with course content, teaching resources available, access to relevant information.
- To identify barriers to effective teaching of the syllabus material and quantify issues of concern which are common to teachers within both jurisdictions.
- To examine experiences in relation to implementation of related nutrition intervention programmes incorporated into the curriculum
- To determine the supports required by teachers for enhanced teaching and learning of Healthy Eating Guidelines
Download the Primary School Teachers’ experiences of teaching healthy eating within the curriculum
Ms Elaine Mooney, St Angela’s College of Education
Ms Eileen Kelly-Blakeney, St Angela’s College of Education
Ms Amanda McCloat, St Angela’s College of Education
Ms Dorothy Black, University of Ulster
[SCoTENS Seed Funding 2008-2009 £3,250]
Becoming a Teacher - Primary Student Teachers as learners and teachers of History, Geography and Science: An All-Island Study
- To provide an opportunity for the dissemination of findings from the current longitudinal research project: Student Teachers’ Perceptions and Experiences of History, Geography and Science: An All-Ireland Survey
- To provide a forum for discussion of findings with policy makers and curriculum developers
- To provide a workshop involving senior researchers in which IASSEE members can consider ways to extend the level of analysis for phase 3 data
- To strengthen North/South links in pre-service teacher education and to support the development of this and other projects and research in an all-Ireland context.
Ms Colette Murphy, Queen’s University Belfast
Ms Susan Pike, St Patrick’s College, Drumcondra
[SCoTENS Seed Funding 2008-2009 £1,260]
Download a copy of the report [2.7 MB ]
This research project will focus on:
- Profiling the religious beliefs, attitudes and practices of sixth-form / sixth year pupils in Northern Ireland and the Republic of Ireland.
- Comparing the current situation in Northern Ireland today with the earlier studies conducted in the 1960s, 1970s, 1980s and 1990s (taking full account of the comparison between pupils attending Protestant and Catholic schools).
- Extending the research to sixth form pupils in the Integrated schooling sector in Northern Ireland
- Comparing the current situation in Northern Ireland with that of the Republic of Ireland.
Andrew G McGrady, Mater Dei
Christopher A Lewis, Dept of Psychology, UU, Magee
[2009-2010 SCoTENS Seed Funding £6,000]
Digitisation of 3 volumes of Irish Education documents; Vol 1 from Earliest times to 1921; Vol 2 The Irish Free State and the Republic of Ireland from 1922 to 1991; Vol 3 NI from 1922 to 1991.
Digitising the three volumes of Irish Educational Documents and making them openly available in an unrestricted way, via the Web, to educational scholars and researchers, north and south and throughout the world. The total number of pages involved is 1,600.
To view the reports please contact
Áine Hyland, Church of Ireland College of Education
Tony Gallagher, Queen’s University Belfast
[2009-2010 SCoTENS Seed Funding €1,700]
Developing and strengthening a community of practice using arts-based educational research (ABER) in teacher education and amongst teachers in Ireland, north and south by: Developing a small working group of interested teacher educators north and south to focus on:
- Creating a workshop and two seminars to explore, and extend the various research interests, abilities and projects being undertaken under the umbrella of ABER by teachers and teacher educators in Ireland;
- Planning and developing web-based resources as a focus of communication and dissemination for ABER practitioners north and south; Identifying possibilities for setting up a Special Interest Group (SIG) on ABER through ESAI (Educational Studies Association of Ireland).
Ruth Leitch, Queen’s University Belfast
Shelley Tracey, Queen’s University Belfast
Caryl Sibbet, Queen’s University Belfast
Mary Shine Thompson, St Patrick’s College, Drumcondra
[2009-2010 SCoTENS Seed Funding £5,800]