John Coolahan Award 2020

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 …
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John Coolahan Award 2019

John Coolahan Award 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 …
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John Coolahan Award 2018

John Coolahan Award 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 …
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Teacher educator professional learning: Shaping the conversation of teacher education? (TEmPLe)

This report represents a synthesis of the findings of a collaborative enquiry by physical education teacher educators North and South on the area of teacher educator professional learning. The following participants designed, implemented, researched and presented this professional development initiative:  Déirdre Ní Chróinín, Mary Immaculate College, Limerick.  Ciaran Walsh, St Mary’s University College, …
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SCoTENS Compilation Report – August 2012

Exploring Japanese research lessons study as a model of peer to peer professional learning This study seeks to explore the use of Research Lesson Study (RLS), a long-established professional development strategy in Japan, as a model of school-based and peer-to-peer professional development for teachers which is new to Northern Ireland and the Republic. Broadly stated, …
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The Professional Development Needs of teachers working in Special Educational Needs

The purpose of this project is to investigate the professional development needs of those second level (post primary) teachers who have a specific remit to work with students who have special educational needs (SEN) in mainstream school settings.    


Together Towards Inclusion – A Toolkit for Trainers

Support for teachers, linguistic and intercultural Provision of opportunities for a cluster of teachers to work collaboratively North and South, to inform the outcome Focused research at institutional level (IILT TCD & SELB) Promotion of respect for diversity and challenging prejudice Promotion of an inclusive school/classroom Enhance provision of English as a second language Share …
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Disablist bullying: An investigation of student teachers’ knowledge and confidence

The aim of the research project is to investigate: The knowledge of disablist bullying by student teachers’ in both jurisdictions, The confidence of student teachers’ in both jurisdictions in dealing with disablist bullying. Looking at priorities for North/South Initial Teacher Education in moving towards improving the preparation of teachers to address effectively the issue of …
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Building North South links in whole college initiatives in global justice education

Aims and Objectives Establish and develop links between the Centre for Human Rights and Citizenship Education, St Patrick’s College and the Global Dimension in Education Project in St Mary’s College Share practive in relation to ‘whole college’ approaches to the integration of a global justice dimension into initial teacher education Document current and potential pathways …
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An investigation into the experiences of primary school teachers with regard to their teaching of healthy eating guidelines within the curriculum

To investigate/examine the perceptions, knowledge, attitudes and experiences of primary school teachers in their teaching of healthy eating. Objectives: To complete a comparative study of nutrition education with the primary level curricula in NI and R/I with regard to progression of key concepts from school entry age to completion of primary education stage. To establish …
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