All posts by Tricia Kelly

Tánaiste announces €1.5 million fund for civic society cross-border projects

The Tánaiste, Minister for Foreign Affairs, and Minister for Defence Micheál Martin TD has announced €1.5 million in funding for civic society organisations under the Government’s Shared Island Civic Society Fund. Organisations are invited to apply for funding from Monday 24 June 2024.

The Shared Island Civic Society Fund promotes practical North South cooperation and engagement across a range of sectors and themes consistent with the objectives and commitments of the Good Friday Agreement.

The Shared Island Civic Society Fund has been developed as part of the Government’s Shared Island initiative and is supported through the Shared Island Fund.

Announcing this third round of applications to the Shared Island Civic Society Fund, the Tánaiste said:

“The Shared Island Civic Society Fund enhances the rich cooperation and exchange already carried out by civic society across the island.

“I am delighted to see the high level of interest in the Fund. People and communities want to do more on a cross-border basis.

“Organisations across this island are demonstrating the benefits of increased partnership and I am pleased that the Shared Island Initiative can serve to support this important work.

“To build on the success of the Fund to date, I am delighted to invite applications for an additional €1.5 million in support for new and exciting projects. Applications can be made through the gov.ie website and must be received by 2 August.”

How to apply

Applications are required to have a clear North South dimension, involving cross-border partners collaborating on a project to strengthen North South civic, economic, cultural, and/or political links.

The latest round of the Shared Island Civic Society Fund will accept applications from 11 am Monday 24 June 2024 until 1 pm on Friday 2 August 2024 with total funding available of up to €1.5 million.

Further information on the Shared Island Civic Society Fund and the application form is available at: gov – Shared Island Civic Society Fund (www.gov.ie)

 

 

SCoTENS Conference 2024 – Poster Presentation

Innovative Pedagogies for Inclusive Education: Implications for Policy and Practice

17 and 18 October 2024

Slieve Russell Hotel, Ballyconnell, Co Cavan

 CALL FOR POSTERS

 The Standing Conference on Teacher Education North and South (SCoTENS) is pleased to announce a call for posters for its forthcoming conference.

According to UNICEF, ensuring access to inclusive education for all is the most effective way to give all children the chance to go to school, to learn and to develop the skills they need to thrive. This highlights the fact that a ‘one size fits all’ form of education provision cannot embody an inclusive education model which takes into account differences such as linguistic background, class, culture, gender, ability and race for example. In order to address this dilemma, questions arise such as:

  • Can adopting innovative pedagogies go some way to ensure inclusive education is offered to and available for all learners?
  • What would such innovative pedagogies look like or entail?
  • Why is it important to ensure policy development embodies inclusive education principles?
  • Who should be involved in the development of such policies and what needs to be in place to support the enactment of such policies?

Posters must relate to the conference theme and the selection process is based on the submission of an abstract which describes the work to be presented in the poster.

Please note: Your institution should hold current membership of SCoTENS.  If you have any queries about this, please contact Tricia at tricia.kelly@qub.ac.uk

We look forward to receiving your poster and thank you for considering the conference as a forum to share your work.   We hope to see you at SCoTENS in 2024.

Click the following link to apply Poster Form

Please complete and return to Tricia Kelly at tricia.kelly@qub.ac.uk by 5pm Friday 6 September 2024

SCoTENS Doctoral Workshop 2024

Doctoral Students with Committee Members, SCoTENS Conference 2023 at Lough Erne Resort, Co Fermanagh

 

The Standing Conference on Teacher Education North and South (SCoTENS) invites proposals for participation and working papers at the 6th SCoTENS Doctoral Studies Roundtable.  The Roundtable will provide a mix of short presentations by participants on their work in progress and will also feature participation by SCoTENS colleagues who are leaders in the field of Teacher Education and related research in Ireland and beyond.

The Doctoral Studies Roundtable will be held in conjunction with the Annual SCoTENS Conference, which runs on  Thursday 17 and Friday 18 October 2024 in the Slieve Russell Hotel, Ballyconnell, Co Cavan.  The conference theme this year is Innovative Pedagogies for Inclusive Education: Implications for Policy and Practice.  The Roundtable will take place on Thursday morning at 11am.

This Roundtable will bring together doctoral researchers working on topics relating to education and educators in its broadest sense on this island. Participants are invited to share insights from their research, pose questions and challenges they face, engage in critique and deliberations in a supportive context with their peers and experts in the field of education.   

A limited number of accepted contributions will address issues in the general field of educators and education – ideally in light of the concerns of the conference theme as noted here. We, therefore, invite doctoral students interested in these and related issues to apply for a place at the Roundtable. The Roundtable will provide a space for new doctoral researchers to meet and discuss their interests, to showcase their work, and to participate in the SCoTENS Conference more broadly.

Accommodation and meals will be provided, and participants will also have full access to the main conference.  Please submit your proposal on the attached form to tricia.kelly@qub.ac.uk before the deadline of Friday 23 August 2024 at 4.00pm.

Doctoral Workshop Application Form

SCoTENS Conference 2024 – Expressions of Interest/Presentations

Innovative Pedagogies for Inclusive Education: Implications for Policy and Practice

17 and 18 October 2024

Slieve Russell Hotel, Ballyconnell, Co Cavan

 CALL FOR PAPERS

 The Standing Conference on Teacher Education North and South (SCoTENS) is pleased to announce a call for papers for its forthcoming conference.

Because the slots for presentations are limited we propose to give preference to paper presentations that link most directly to the work of SCoTENS and the conference theme.

According to UNICEF, ensuring access to inclusive education for all is the most effective way to give all children the chance to go to school, to learn and to develop the skills they need to thrive. This highlights the fact that a ‘one size fits all’ form of education provision cannot embody an inclusive education model which takes into account differences such as linguistic background, class, culture, gender, ability and race for example. In order to address this dilemma, questions arise such as:

  • Can adopting innovative pedagogies go some way to ensure inclusive education is offered to and available for all learners?
  • What would such innovative pedagogies look like or entail?
  • Why is it important to ensure policy development embodies inclusive education principles?
  • Who should be involved in the development of such policies and what needs to be in place to support the enactment of such policies?

This year’s SCoTENS conference offers a timely opportunity to critically consider this major theme and examine the questions indicated above.

Our keynote speakers and panel discussants may challenge some of our previously held convictions, thoughts and ways of looking at education provision, policy and practices. Participants will be invited to contribute to discussions, share ideas and practices and further the important conversation which contribute to a vision of inclusive education on the Island of Ireland.

Please note: Your institution should hold current membership of SCoTENS.  If you have any queries about this, please contact Tricia at tricia.kelly@qub.ac.uk

We look forward to receiving your abstract and thank you for considering the conference as a forum to share your work.   We hope to see you at SCoTENS in 2024!

Click the following link to apply Expressions of Interest Form

Please complete and return to Tricia Kelly at tricia.kelly@qub.ac.uk by 4pm Friday 6 September 2024

 

John Coolahan Award 2024

In recognition of John’s contribution to the foundation of SCoTENS, the John Coolahan award is made to the authors of the Seed Funding Report which is recognised to be most in line with the values and ideals of SCoTENS.  This award is awarded annually at the SCoTENS Annual Conference.

Through his pioneering work on SCoTENS since 2003 John immeasurably enhanced cross-border cooperation in teacher education, such that the SCoTENS mission is synonymous with his name.  Thanks to John’s vision, teacher educators, student teachers, serving teachers and doctoral students have learned to work across boundaries, to build bridges and to recognise common interests and challenges facing contemporary education on both sides of the border. The opportunities provided for cross-border working through SCoTENS have yielded new knowledge and understandings that shape daily practices and attitudes.

This years successful team was Dr Gabrielle Nig Uidhir and Dr T.J. Ó Ceallaigh for their exceptional project TCL-IME – Developing Teacher and Leadership Capacity in Irish-Medium Education:  An Analysis of Immersion-Specific Competencies. 

TLC-IME English version of report for SCoTENS

TCL-IME Irish version of Report for SCoTENS

SCoTENS Research Webinar 2024 – Online

This year’s SCoTENS Research Webinar took place on 13 March 2024 online. 

The event was aimed at members of SCoTENS and comprised the following: presentations by a small group of team members who have been successful in recent SCoTENS funded projects; the launch of our Annual Report by Prof Linda Clarke, Emeritus Professor, Ulster University and the presentation of this year’s John Coolahan by Prof Noel Purdy, Director of Research and Scholarship; Director of CREU (the Centre for Research in Educational Underachievement); Head of Education Studies at Stranmillis University College Belfast to the authors of the Seed Funding Report which is recognised to be the most in line with the values and ideals of SCoTENS.  This years successful team was Dr Gabrielle Nig Uidhir and Dr T.J. Ó Ceallaigh for their project TCL-IME – Developing Teacher and Leadership Capacity in Irish-Medium Education:  An Analysis of Immersion-Specific Competencies. The last part of the evening was a short Q&A session to support potential applicants to this year’s seed funding programme. 

SCoTENS would like to thank those who participated in the very rewarding event.  We are delighted with the contributions by participants and it is reassuring to hear that the work and values held dear by SCoTENS are valued and shared by so many of our colleagues.
 

If you missed out on the webinar, or indeed would like to watch it again please catch up at the link below!

SCoTENS Research Webinar 2024

 

 

As part of our ongoing series of online events SCoTENS are delighted to announce that they are running a short research-focused webinar on 13 March 2024 from 7.00-8.20pm 

This event is aimed at members of SCoTENS and will comprise the following: short presentations by a small group of team members who have been successful in recent SCoTENS funded projects; the launch of our Annual Report by Prof Linda Clarke, Emeritus Professor, Ulster University and the presentation of this year’s John Coolahan by Prof Noel Purdy, Director of Research and Scholarship; Director of CREU (the Centre for Research in Educational Underachievement); Head of Education Studies at Stranmillis University College Belfast to the authors of the Seed Funding Report which is recognised to be the most in line with the values and ideals of SCoTENS; and, finally, a short Q&A session to support potential applicants to this year’s seed funding programme. 

When: 13 March 2024 at 7.00pm

Research Event Programme 2024

Please Register in advance for this webinar at the link below:

 

Standing Together for Autism and Neurodevelopmental Difference (STAND)

STAND

STANDING TOGETHER FOR AUTISM AND NEURODEVELOPMENTAL DIFFERENCE (STAND) STAND is a special interest research group (SIG) based within the Inclusion in Education and Society Research Group (IES), in the School of Education, Trinity College Dublin. It promotes research generation, dissemination and publication related to autism and the lived experiences of people with intellectual disability, autism and/or neurodevelopmental/neurodiverse needs (across the lifespan), their families and their communities and the educational community. The aim and objective of this SIG is to raise awareness and lead dialogue across the community. This SIG offers researchers opportunities for a collaborative, multidisciplinary approach to research and the dissemination of research between practitioners, the autistic community, and parents/guardians/families of neuro-diverse people. In particular, the SIG offers a safe platform for the discussion of best practice experiences and outcomes and seeks to generate national and international research projects in this space. This SIG welcomes members from all sectors of education and support provision with a vision for thinking, planning, and acting inclusively in society.

Shared Education and Online Lesson Study (ShELS)

ShELS

To date, teacher interactions within Shared Education (SE) have tended to focus on cooperation rather than collaboration, with limited evidence of collaborative professional learning between teachers in SE partnerships. The Shared Education and Lesson Study (ShELS) project aims to explore how perceived barriers to collaboration, such as logistical matters associated with inter-school visits can be overcome by using Online Lesson Study (OLS). Specifically, the project explores OLS as a vehicle for collaborative professional learning between primary teachers who are involved in an existing SE partnership. OLS represents a contemporary take on the Japanese Lesson Study model, where digital tools are utilised to enable a group of teachers to come together to collectively research, plan, teach and reflect on a research lesson with a group of learners. This process is facilitated by a Knowledgeable Other (KO), whose role is to guide and extend the teachers’ learning. While Lesson Study (LS) has been wellacknowledged as a powerful means to foster teachers’ collaborative learning and practice, given its novelty, have been growing calls for further empirical investigation into OLS. In particular, the role of the KO, where a notable gap in literature prevails. Thus, a further aim of the ShELS project, approached by way of self-study, was to deepen understanding of the role of the KOs and how they can facilitate OLS in ways which effectively support teacher learning. The project involved facilitation of one cycle of OLS over one school term (January-May) with three teachers involved in an existing twoschool primary SE partnership in the Republic of Ireland; comprised on-site face-toface and online components; and culminated in a public shared learning event, attended by education stakeholders from across the island of Ireland. Findings deriving from thematic analysis of data gathered from OLS meetings and post-OLS interviews with teacher participants indicate that OLS effectively supported teachers’ collaborative learning and classroom practice in their chosen area of mathematics. However, participants suggested that there may be scope to deepen collaboration through additional OLS cycles, which may involve arranging a joint lesson with students from both schools. Aligning with this, findings from the self-study strand of the project suggest that more than one cycle of OLS would be beneficial in order to deepen teachers’ learning and further strengthen collaborative relationships between facilitators and the teachers. The project findings can be considered particularly timely as schools are encouraged to seek sustainable approaches to SE over the long term and OLS, as a method utilising existing digital technology, offering a potentially cost-effective means of fostering teacher collaboration within and between SE partnerships. Keywords: Shared education; Lesson Study; collaborative learning; teacher professional learning; mathematics education