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

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 …
Read More Creative Classrooms: Insights From Imaginative And Innovative Teaching In Ireland

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 …
Read More 3 PLY – Exploring the potential for transformative workplace learning for and by teachers (3 PLY)

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  

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

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.    

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 …
Read More Assessment in Teacher Education North and South (ATENS)

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

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 …
Read More A comparative study into further education north and south of Ireland

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 …
Read More Continuing professional development for teaching practice supervisors