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Brazilians primary teachers' understanding on interdisciplinarity: challenges and possibilities
No full textThe main objectives of this study are to investigate the development of the interdisciplinary approach by primary teachers, identify the challenges and possibilities found in the application of this approach, in addition to analyzing teachers' understanding of the concept of interdisciplinarity, the difficulties and effects that this approach has (or not) in students’ learning. It is important to emphasize that this study was also concerned with presenting a definition of interdisciplinarity and pointing out examples of curricular integration and what the Brazilian curriculum (BNCC) says on the subject, since the misuse of this concept has led to the growth of actions and projects that have nothing to do with interdisciplinary practice.N
Meaningful parts: a morphological approach to spelling instruction in the upper primary years
No full textHow, and indeed whether students should be taught to spell is a contentious point in the field
of literacy education. This study investigated the impact of explicitly teaching students in the
upper primary years about the morphological structure of the English language, and the effect
this has upon conventional spelling. The research addressed a gap in the existing literature by
providing data within the context of an Irish primary school, and through seeking out
students’ own opinions and subjective experiences around learning to spell.
The mixed-methods approach undertaken allowed for an objective analysis of changes in
students’ spelling ability, as well as the emergence of rich qualitative data through a focus
group session and post-intervention reflection sheets. Statistical analysis of the quantitative
data revealed that both morphological awareness and spelling ability improved as a result of
the intervention (n=28), with the most significant improvements occurring in struggling
spellers. Thematic analysis of the qualitative data showed that students were capable of
engaging with metalinguistic analysis of the English language and found lessons in
morphology to be of genuine benefit to their spelling. Low levels of satisfaction with the
current reliance on generic spelling workbooks and the weekly spelling test as the sole form
of assessment were also evident.
Overall, the results are in accordance with previous studies, which highlight the effectiveness
of explicit teaching practices, and the myriad benefits accrued by students who engage in
morphological analysis of the English language.N
Na dea-chleachtais atá i bhfeidhm i nGaelscoileanna chun scileanna teanga a fheabhsú i ndaltaí ar ardchaighdeán Gaeilge sna Naíonáin Shóisearacha
No full textTugtar le fios go bhfuil tuairim is 7,000 teaghlach in Éirinn ina labhraítear Gaeilge mar an phríomhtheanga bhaile (An Phríomh-Oifig Staidrimh 2017). Meastar go bhfuil 75% de na teaghlaigh sin lonnaithe taobh amuigh den Ghaeltacht (Seoighe et al. 2021). Aithnítear na daltaí seo mar fhoghlaimeoirí ar ardchaighdeán Gaeilge (Ní Longaigh 2015).
Tuairiscíonn tuismitheoirí na ndaltaí seo go dtagann lagmhisneach orthu nuair a thugann siad faoi deara go bhfuil caighdeán Gaeilge a bpáiste ag dul i léig de réir mar a théann siad tríd an chóras oideachais lán-Ghaeilge (Nic Cionnaith 2008). Comhghaolaíonn seo le torthaí taighde Ní Shéaghdha (2010) a nochtann go bhfuil cainteoirí dúchais ag streachailt sa chóras oideachais lán-Ghaeilge. Ábhar imní eile ná go sonraítear go bhfuil deacrachtaí ag múinteoir tumoideachais difreáil éifeachtach a chur i bhfeidhm le freastal ar riachtanais teangeolaíochta éagsúla (Ó Ceallaigh agus Ó Laoire 2016). Beartaítear díriú ar dhaltaí sna naíonáin shóisearacha mar gheall go bhfuil siad ag cur tús lena dturas sa chóras oideachais lán-Ghaeilge agus mar gheall ar mholtaí ó thaighde Ní Longaigh (2015) ar an topaic chéanna.
Tá sé mar aidhm ag an taighde seo iniúchadh a dhéanamh ar na dea-chleachtais atá aitheanta sa litríocht a bhféadfaí a cur i bhfeidhm do dhaltaí ar ardchaighdeán Gaeilge sna naíonáin shóisearacha i nGaelscoileanna. Táthar mar sprioc ag an taighde cnuasach de na dea-chleachtais seo a roinnt ar Ghaelscoileanna timpeall na tíre chomh maith le treoir phraiticiúil bunaithe ar na moltaí a thagann chun cinn.
Rinneadh ceisteanna an taighde a iniúchadh faoi scáth na paraidíme tógachaíche trí mhodhanna measctha a úsáid. Bailíodh sonraí trí cheistneoirí, agus ansin baineadh leas as modhanna cáilíochtúla- dialann athmhachnaimh, fócasghrúpa agus agallamh leath-struchtúrtha leis na torthaí a léirmhíniú.
Léiríonn torthaí an taighde seo go bhfuil múinteoirí agus príomhoidí eolach agus toilteanach tabhairt faoi dhea-chleachtais a fhreastalaíonn ar riachtanais daltaí ar ardchaighdeán Gaeilge ach go bhfuil níos mó tacaíochta de dhíth orthu le hiad a chur i bhfeidhm go héifeachtach. Tháinig sé chun solais go raibh na Gaelscoileanna go mór i bhfabhar cúntóra teanga a earcú le díriú ar dhaltaí ar ardchaighdeán Gaeilge.
Táthar ag súil go mbeidh torthaí an taighde seo ina dtreoir luachmhar do phríomhoidí, múinteoirí agus tuismitheoirí Gaelscoile chun scileanna teanga daltaí ar ardchaighdeán Gaeilge a fheabhsú, mar aon le taighdeoirí agus lucht déanta beartas sa chóras oideachais i gcoitinne.N
‘With no attempt, there can be no failure; with no failure, no humiliation’ (James 1984, p.168): an exploration of teachers’ and pupils’ perceptions of pupils’ attitudes towards getting it wrong and pupils’ self esteem
No full textOver the past decade, the promotion of wellbeing in schools has been identified as an essential
part of a child’s learning experience thus, it is central to many significant publications. Selfesteem
and fear of failure are two inextricably linked cogs in the wheel of wellbeing. In
Maslow’s hierarchy of needs (1943), self-esteem is highlighted as a prerequisite to achieving
‘self-actualisation’ otherwise known as a person’s full potential.
The purpose of this study was to investigate and consider teachers’ and pupils’ experiences and
perceptions of pupils’ attitudes towards managing fear of failure and pupils’ self-esteem.
Interpretivist and phenomenological approaches were employed to gather qualitative data from
six teachers, three groups of children and the researcher’s reflective journal. Semi-structured
interviews were conducted with the six teachers while the children engaged in focus groups
centred around an excerpt from the book ‘You Are Awesome’ by Matthew Syed (See Appendix
7).
Analysis of the data revealed that teachers are very aware of their role in the promotion of selfesteem
and resilience in their pupils. Teachers employ a range of approaches within their
teaching to foster the self-esteem and overall wellbeing of the children in their care. Many
teachers maintained that in order for wellbeing to be consistently nourished, it must become
part of the daily routine.
Exploring children’s understanding of complex emotions through the medium of story proved
to be successful. Findings from the children revealed that teachers play a vital role in the
development of a pupil’s wellbeing and self-esteem through recognition of participation and
encouragement. Finally, it was revealed that parents heavily influence the development of their
positive self-esteem and resilience.
Overall, further efforts need to be made to embed wellbeing into the school culture for the
benefit of all stakeholders. It is essential that suitable training occurs for all teachers
concurrently in advance of the new Wellbeing Curriculum.
Finally, crucial elements of wellbeing such as welcoming mistakes, self-esteem and building
resilience should be at the forefront of all policy makers’, school leaders’ and teachers’
discussions and approaches due to their significant impact on the learning and overall
development of the child.N
Iniúchadh a dhéanamh ar thionchar chlár oiliúna theagasc foirm-dhírithe (TFD) ar mhuinín teanga an mhúinteora Iarbhunscoile lán-Ghaeilge maidir le cur i bhfeidhm an teagaisc fhoirm-dhírithe ina gcuid ranganna.
No full textTá ardchaighdeán teanga mar aon le cleachtais oideolaíochta ghaolmhara mar bhunchloch an chláir
tumoideachais rathúil. (Ó Ceallaigh agus Ní Shéaghdha 2017). Aithníonn taighde Uí Chathasaigh
agus Ó Ceallaigh (2021) go bhfuil bearnaí suntasacha ag múinteoirí ábhair i dtaobh na tumtheanga
agus go bhfuil easpa muiníne acu i leith úsáid na teanga laistigh agus lasmuigh an tseomra ranga.
Bíonn deacracht ag an múinteoir ábhair béim a chur ar struchtúr na teanga le linn na gceachtanna
mar gheall ar an easpa eolais agus muiníne sin. Tá forbairt ghairmiúil shuntasach riachtanach do
mhúinteoirí an tumoideachais ionas go mbeidh siad éifeachtach sa chomhthéacs lán-Ghaeilge (Ní
Thuairisg 2014; Ó Ceallaigh et al. 2019). Eascraíodh as taighde a rinneadh ar thionchar an teagaisc
fhoirm-dhírithe ar fheasacht teanga múinteoirí na n-iarbhunscoileanna lán-Ghaeilge go bhféadfadh
an TFD cur le muinín teanga an mhúinteora agus go bhféadfaí dul i ngleic le neamhdhiongbháilteacht
teangeolaíoch na múinteoirí lán-Ghaeilge agus Gaeltachta (Ní Chonchúir 2023). Ba é cuspóir an
taighde seo ná fiosrú a dhéanamh ar an tionchar atá ag clár oiliúna i leith an teagaisc fhoirm-dhírithe
(TFD) ar mhuinín teanga an mhúinteora mar aon leis an tionchar a bhíonn ag an gclár oiliúna ar
chleachtas ranga an mhúinteora i leith an TFD. Tugadh forbairt ghairmiúil do rannpháirtithe an
taighde ar an ngramadach agus cur i bhfeidhm an teagaisc fhoirm-dhírithe. Rinneadh tionchar an
chláir a mheas agus na torthaí a anailísiú agus a chlárú. An pharadaím phragmatach ab ea an cineál
paraidíme a lean an taighdeoir agus ba mhodhanna measctha idir taighde cáilíochtúil agus taighde
cainníochtúil a baineadh úsáid as le linn an taighde seo. Bhain na rannpháirtithe tairbhe as an
bhforbairt ghairmiúil i leith na gramadaí agus an TFD. Aithníodh gur cur chuige fiúntach é agus
moladh é a chur i bhfeidhm ar bhonn uile scoile toisc gur éirigh leo éirí níos muiníne ina gcuid
Gaeilge. Tháinig sé chun cinn sna suirbhéanna agus sa bhreathnóireacht gur tháinig feabhas ar
fheasacht teanga na múinteoirí ábhair agus cruinnúsáid na teanga araon chomh maith. D’fhéadfadh
scoileanna eile an taighde seo a úsáid mar threoir chun dul i ngleic leis an neamhdhiongbháilteacht
teangeolaíoch i measc na foirne. Tá an taighdeoir ag súil le go bhféadfadh scoileanna clár oiliúna den
saghas seo a chur ar fáil do mhúinteoir, agus é a thairiscint do mhúinteoirí nua-oilte nach bhfuil taithí
acu múineadh san earnáil áirithe seo.N
Education for the prevention of domestic, sexual and gender-based violence (DSGBV): a sample of primary school teachers’ reflections on the proposed introduction of education on consent and coercive control, and their perspectives on the involvement of DSGBV professionals in preparing and supporting teachers to deliver such education
No full textWithin the Irish education system, classroom teachers are primarily responsible for RSE delivery. Research, both nationally and internationally, demonstrates the significant impact of teachers’ confidence, comfort and competence on the quality and effectiveness of RSE delivery. Recognising the central role of teachers in RSE, this project empowers teachers to respond to the proposed introduction of education on consent and coercive control within the new primary wellbeing curriculum.
This research sought to evaluate the value of involving professionals with Domestic, Sexual and Gender-Based Violence (DSGBV) expertise in preparing teachers in one target primary school to deliver education on consent and coercive control. Utilising a two-phase interview approach, this qualitative research elicited teachers’ perspectives prior to and following participation in an expert-led training initiative; an initiative which focused on enhancing teachers’ understanding of consent and coercive control, and developing their knowledge of how these topics can be addressed in the primary classroom.
Research data revealed that teachers valued the specialist knowledge and experience offered by a DSGBV professional. The findings also highlighted teachers’ preference for the involvement of DSGBV experts in both preparing and supporting primary school teachers to deliver education on consent and coercive control.N
Exploring the importance of pedagogical knowledge for student teachers during teaching practice in Malawi
No full textThe purpose of this study was to explore the importance of pedagogical knowledge for student teachers during teaching practice in Malawi. A Qualitative study that used Focus Group Discussion and document review as methods for collecting data. After analyzing data, the study revealed that pedagogical knowledge for student teachers was only the basis for actual teaching and key beneficiaries were found to be learners whom they were teaching. Firstly, pedagogical knowledge was used as a tool for effective teaching. Secondly, pedagogical knowledge was used to identify and support slow learners in the classroom. The study also established that pedagogical knowledge was an effective weapon to ensure classroom management. Despite all these benefits the study discovered that unlockable classroom doors and acted as a setback to achieving full potentialities of pedagogical knowledge was vested in student teachers. Unlockable classroom doors contributed to learners’ disturbance. In addition, teaching and learning resources that were kept in such classrooms were exposed to theft and vandalism. Another setback was inadequate teaching materials for use in the process of teaching and learning which created poor learning environment and this affected academic performance of the learners.N
Exploring musical futures approaches to collaborative composition: a case study within an Irish primary school
No full textComposing was introduced to primary education in Ireland in the 1999 Music Curriculum. Despite it being intended that all three strands would receive the same attention in classrooms, studies illustrate composing being overlooked in favour of the Listening and Responding and Performance strands (O’Flynn 2002, Irish National Teachers Organisation 2005, McLoughlin 2012).
The purpose of this study was to explore if through the use of Musial Futures approaches, collaborative composition could be effectively taught in Irish primary school classrooms, thus providing a solution to the previously mentioned problem. These approaches encourage music learning through creative music-making: students working collaboratively on music which they like and enjoy (Musical Futures 2023).
The study employed qualitative research methodology through an action research project whereby the researcher was both teacher and researcher.
The findings highlighted a lack of knowledge around composing among the participants. Through the Musical Futures approaches, participants were enabled to use their student voice and choice while creating an informal and student-centred learning environment in which they effectively and enjoyably collaborated with their peers to forge their own learning. The Musical Futures online resources were effective, child-friendly and engaging and allowed for collaboration and creativity engaging with the various composing activities.N
What are teachers’ attitudes towards embracing digital technologies to enhance high quality learning?
No full textThis thesis explores the perceptions and attitudes of Irish primary school teachers towards the use of digital technologies to enhance high-quality learning. As a practicing primary school teacher, I have always been interested in how technology can be leveraged to enrich educational experiences. For the study, I conducted qualitative interviews with eight teachers from various backgrounds and schools across Ireland. Despite diverse teaching contexts, a common theme that emerged from the interviews was a largely positive perception of technology use in education. However, the attitudes towards technology integration varied, reflecting the influence of several internal and external factors. This study not only illuminates the current state of technology integration in Ireland’s primary education but also provides an in-depth analysis of the national and EU policies and guidelines shaping it. The research has identified significant challenges and opportunities in the effective integration of technology and put forth tailored recommendations for policy, practice, and future research. By providing a comprehensive understanding of the role of technology in Irish primary education, this study contributes to the broader discourse on improving teaching and learning quality in the digital age. Its findings aim to stimulate further discussion and action towards optimising the benefits of digital technology in education.N
Inclusion in practice- experiences of mainstream primary teachers since the introduction of SETAM, 2017
No full textRose and Shevlin (2017) agree that research in the area of Inclusive Education should serve to gain knowledge and understanding that will inform practice and in turn lead to improvements in the lives of children. This study set out to serve that very purpose by looking at how inclusive education is being experienced in mainstream classrooms since the introduction of the current model of Special Education Teacher Allocation (SETAM).
This study employed a mixed methods approach towards investigating the research topic. From data generated from a series of focus group interviews and questionnaires, field notes and memos, themes emerged which have significant relevance to Inclusive Education as is being currently experienced in mainstream classrooms nationwide.
Findings reveal that teachers present with wholly positive attitudes to Inclusive Education but frequently report barriers to fulfilling it on a consistent basis.
The study makes recommendations for practice while recognising the central role that national policy plays in the development of Inclusive Education for learners with SEN in the mainstream classroom.
Further research may yield more insights into how to break down the existing barriers to Inclusive Education.N