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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A comparative study into further education north and south of Ireland

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 …
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Continuing professional development for teaching practice supervisors

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 …
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Peer Mentoring for Post Compulsory Teacher Education

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 …
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A study of work-based Learning Models and partnerships in Support of Post-Compulsory Programmes of Teacher Education

This project will: Identify a sample of comparative programmes for the professional education of teachers in the post-compulsory, learning and skills [including adult education] fields. Liaise with providers to investigate teacher education models of work-based reflective practice in the North and South of Ireland Consider the implication of post-compulsory teacher education and emerging national and …
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