Writing as a professional development activity in ITE.

The aim of this research project was to introduce professional writing as a professional development activity for a small group of supervisors of teaching practice in two education schools/departments, one in the Republic and one in Northern Ireland. WPDITE Final Report


Addressing fundamental movement skill training: Learning to move, moving to learn

The aim of this research project is to: to prepare a summary of existing research on best practice in effective fundamental movement skill development in the work place (within and beyond education) (b) to analyse different models of fundamental movement skill training in physical education teacher education in two research sites, and to compare them …
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Reconceptualising school placement as part of Initial Teacher Education in Ireland, North and South: the role of specialist school placement.

The aim of this study is to investigate student teachers’ attitudes towards inclusion and their perceptions of competence in meeting the needs of students with SEN, before and after teaching placement in a specialist setting, on concurrent and consecutive ITE programmes for post-primary teachers, North and South. ITESP Final Report


Creative Classrooms: Insights From Imaginative And Innovative Teaching In Ireland

This research project aimed to identify, investigate and case-report the nature and detail of teaching and learning activities within a number of creative classrooms, north and south and to contribute to developing better international understanding of the issue of creativity in the classroom and so to a more complete definition of the creative classroom itself …
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3 PLY – Exploring the potential for transformative workplace learning for and by teachers (3 PLY)

Project Aims 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 …
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Navigating the Continuum: from student teacher to professional practitioner (NTC)

Project Aims 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  


Student Teachers Perceptions of their Competence to meet the needs of pupils with Autistic Spectrum Disorder in mainstream Primary Schools

Objectives: 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 …
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Teachers’ views on the factors influencing their professional development: perceptions, experiences and motivation

Project Aims 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.    


Assessment in Teacher Education North and South (ATENS)

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 …
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Understanding the potential for research capacity in initial teacher education programmes north and south

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 …
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