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, …
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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 …
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|Teacher_Wellbeing from Engaging_with_Educational Technologies – TWEET

TWEET The use of educational technology as society emerges from COVID-19 continues to pose a challenge for educators. There is a lack of evidence on how digital technology can positively impact teacher wellbeing when effectively managed by school leaders and teachers. This research sought to explore and develop the connection between educational technology and teacher …
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Kindred Spirit: A SCoTENS Research Project Report on Kindness in Teacher Education

Kindred Spirit Kindness in teacher education This project was undertaken to explore and honour the role of kindness in teacher education under the auspices of the Standing Conference on Teacher Education North and South (SCoTENs) as a collaboration between researchers in Dublin City University (DCU) and Queen’s University Belfast (QUB). It originally aimed to do …
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ASSESS (Active Seminar Series for Early-Career, Student and inService Teachers): Introducing a Shared Programme of Support for ‘Assessment as Learning’ Post-Pandemic for Post-Primary Student and In-Career Teachers: From Case Study to Praxis

ASSESS The focus of teaching is helping people to learn. For this reason, theories of learning and assessment are core components of initial and continuing teacher education. It is possible to categorise three main theories of learning as follows: 1. Behaviourist theory – rote learning and memorisation of facts and information are the central tools …
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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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Developing Teacher and Leadership Capacity in Irish Medium Education: An Analysis of Immersion Specific Competences (TLC IME)

TLC-IME English version of report for SCoTENS TCL-IME Irish version of Report for SCoTENS Irish-medium education (IME) is a form of bilingual education in which students receive subject matter instruction through the medium of a minority language, which they are learning at school. This type of education has grown significantly since the 1970s and in …
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Interactive Apps and Narrative Writing

Interactive Apps and Narrative Writing – 2023 In a recent Briefing Paper entitled ‘Education across the island of Ireland: comparing systems and outcomes’, Roulston (2021) argues that the curriculum, pedagogic approaches and assessment in the Republic of Ireland and Northern Ireland are markedly different and he asserts that there is a need for both jurisdictions …
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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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