EDUCATE Report This SCoTENS EDUCATE project explores Initial Teacher Education (ITE) students’ understandings of inclusion, education about difference and familiarity with methodologies and approaches for teaching controversial issues. It asks what are the skills, knowledge, resources and interventions that enable primary and post-primary Initial Teacher Education students and Equality-based, Multi-denominational and Integrated [EMI] teachers to …
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Educating about Difference Uniting Classrooms and Teacher Education – EDUCATE
Cultural Responsivity in Teacher Education Research in Action (CRiTERiA)
SCOTENS_Criteria-Shared_Island The Cultural Responsivity in Teacher Education Research in Action (CRiTERiA) project was funded by the Government of Ireland’s Shared Island SCoTENS scheme, with a total award of €24,942.02 (Appendix 1). The project commenced in March 2022 and involved a collaborative effort among four partner institutions (Dublin City University, Queen’s University Belfast, Stranmillis University College, …
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SRASI – Shared Responsibility Across a Shared Island: Teaching social justice in initial teacher education
SRASI Report The Shared Responsibility Across a Shared Island (SRASI) project aimed to (i) develop and share a teaching approach to social justice across two Physical Education Teacher Education (PETE) programmes from North and South, and (ii) encourage teacher educators and preservice teachers (PSTs) to learn with and from each other, within and across their …
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SHARED – Student Hopes: Achievement, Research, Equity and Diversity
SHARED Research Report The SHARED research study explored how teacher educators can prepare and support student teachers to negotiate and engage with social justice issues, including educational disadvantage, attainment and achievement while on their school placement. Context This research project was jointly funded by the Standing Conference on Teacher Education North and South (SCoTENS) and …
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BUDDIES – BUilding BriDges, Diminishing Educational DiSadvantage
BUDDIES Report Although family engagement in children’s learning is a well-established predictor of educational success (see e.g. Higgins & Katsipataki, 2015 and Axford et al., 2019), many children do not enjoy such involvement and several schemes have been put in place across different countries to encourage parents/guardians to take a more active role in their …
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