This report presents the findings of a SCoTENS funded study with practicing language teachers in Ireland, within the framework of Threshold Concepts (Meyer, Land et al. 2010), to identify the core but troublesome knowledge and practices of language teaching and the conditions that facilitate the integration of these concepts over a teaching career.  The project …
Read More Thresholds Concepts in Language Teacher Education

The aim of this research project was to develop a resource of key vocabulary and terminology for teachers in supporting their planning and teaching in early number. It will also provide teachers with a variety of teaching and learning strategies to complement the development of the key vocabulary. The project relates to the development of …
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This research project highlighted a previously unreported level of frustration on the part of school leaders in both Northern Ireland and the Republic of Ireland in their struggle to deal with the growing and very complex problem of cyberbullying, especially in the absence of clear and up-to-date guidance from respective government departments.  Confusion surrounding the …
Read More Cyberbullying and the Law

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, …
Read More Teacher educator professional learning: Shaping the conversation of teacher education? (TEmPLe)

The aim of this research project was to introduce professional writing as a professional development activity for a small group of supervisors of teaching practice in two education schools/departments, one in the Republic and one in Northern Ireland. Writing as a Professional development activity in ITE Report

Project aims to explore the affordances provided by the use of video and in particular, re-evaluate the value of micro-teaching as a valuable form of pedagogy within initial teacher education. VISTA Narrative Report  

To compare the transition policies and practices employed by mainstream schools for young children with special needs in the North and South of Ireland. Specifically, he project aims to document the policies (at government, local authority and school level)  that direct and influence the transition process; to explore the differing practices and strategies employed by …
Read More Managing early years inclusive transition practices

The aim of this research project is to: to prepare a summary of existing research on best practice in effective fundamental movement skill development in the work place (within and beyond education) (b) to analyse different models of fundamental movement skill training in physical education teacher education in two research sites, and to compare them …
Read More Addressing fundamental movement skill training: Learning to move, moving to learn

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 project is intended to generate a working model to underpin a larger scale research project, to enable team to pilot a methodology and yield some initial working models for conceptual and skills progression. CENSLP Final Report