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What is the Droichead mentor's perception of their role as enacted by the Droichead induction process?
No full textAs of 2020/21, the Droichead (meaning ‘bridge’) induction programme has become the sole route for newly-qualified teachers (NQTs) to obtain full registration with the Teaching Council (TC) in Ireland. Where the programme is feasible, schools must incorporate a Professional Support Team (PST) comprised of school mentors and the principal to facilitate this process. Although some research has been conducted on the induction process and the Inspectorate, the exploration of the Droichead process has been relatively minimal. Excluding the review of the pilot programme (2016) and recent DEEPEN report (2021), there exists an absence of in-depth research on the lived experiences of the PST and specifically, the mentor. In order to address this gap in the literature, the views of mentors who have participated in this programme must be considered. By adopting a phenomenological approach, the research sought to reveal the mentors’ perception of role in relation to knowledge, relationships and practice by delving into the experiences of Droichead to uncover a deeper conceptualisation. This was enabled by semi-structured interviews. Firstly, the findings demonstrated that mentors do not apply a standardised model to mentoring particularly with regard to enacting the role, creating the mentoring space and raising and addressing areas of concern. Secondly, mentors perceived the success of the mentor-NQT relationship to be fundamentally underpinned by expectations. These expectations relate to the mentors’ personal attributes and communicative skills while also including the professional expectations of the NQT. Lastly, the findings suggest role monopolisation and mentor burnout, while the benefits of wider mentor selection and support are discussed.
The recommendations emanating from this study pertain to the NIPT/TC, mentors, NQTs, and principals.N
Iniúchadh ar an éifeacht atá ag clár luathidirghabhála litearthachta dar teideal Preabchlár na Litearthachta ar léitheoireacht Ghaeilge dhaltaí i Rang a Dó i nGaelscoil
No full textÁitítear go bhfuil an earnáil oideachais ina croílar d’athneartú na teanga sa Straitéis Fiche Bliain don Ghaeilge 2010-2030 (Rialtas na hÉireann 2010) agus tugann Stenson agus Hickey (2019, lch.6) le fios go bhfuil ‘scileanna bunúsacha, láidre litearthachta ina gcuid riachtanach’ le haidhmeanna na Straitéise a bhaint amach. Díríonn an taighde seo ar an éifeacht atá ag clár luathidirghabhála litearthachta dar teideal Preabchlár na Litearthachta ar léitheoireacht Ghaeilge dhaltaí i Rang a Dó i nGaelscoil.
Rinneadh an taighde náisiúnta agus idirnáisiúnta i leith luathidirghabhálacha litearthachta i gcomhthéacs an tumoideachais a chíoradh. Faoi scáth na paraidíme tógachaíche úsáideadh taighde feidhmeach agus bailíodh sonraí ó scoil an taighdeora. Chuige seo baineadh feidhm as modhanna measctha taighde chun na sonraí cáilíochtúla agus cainníochtúla a bhailiú. Lena chois sin baineadh leas as Taifead Reatha de Léamh Téacs Leanúnaigh (TRL) le léibhéal léitheoireachta dhaltaí aonair a mheas roimh agus i ndiaidh na hidirghabhála.
Táthar ag súil go mbeidh torthaí an taighde áirithe seo agus na moltaí a eascraíonn astu tairbheach agus áisiúil do phríomhoidí agus do mhúinteoirí san earnáil tumoideachais chun freastal ar riachtanais litearthachta éagsúla i gcomhthéacs an tseomra ranga.N
How whole school leadership parties manage and support student wellbeing
No full textWellbeing in schools and how to manage student wellbeing is of great importance in Irish
education. In order to support student wellbeing effectively, school leadership parties such
as senior leaders (principals/deputy principals), middle leaders (year heads) and guidance
counsellors, have to come together to help combat the ever changing realm of student
wellbeing. These three parties often make up the student support team in Irish schools and
so are a focus in this study. The purpose of this study was to investigate and show how well
equipped and trained school leaders are in coping and guiding students to get them the help
and support that they need. In addition, this project was also hoping to highlight new
strategies to help school leaders in fulfilling this aspect of their role more effectively. A total
of 10 members of school student support teams were interviewed in this study. Within this
cohort, there was at least 1 member of each party from the same school. Semi-structured
interviews were carried out to determine the experiences of these parties in supporting
school wellbeing, to determine the approaches they take to manage wellbeing and to
determine the support that is there for them to manage wellbeing effectively. It was found
that (i) the introduction of 400 hours of wellbeing in schools is still causing animosity amongst
school leaders, (ii) there is a new found pressure for teachers in supporting and managing
student wellbeing, (iii) schools are adopting two approaches to managing wellbeing; The
Individual Approach and The Whole-School Approach, (iv) training opportunities have
increased and have become more valuable and (v) collaboration and collegiality are vital in
responding to wellbeing management and support.N
How the philosophies, values and experiences of choral conductors influence the way they lead adult choirs
No full textWithin the field of choral conducting, there have been several studies on the educational training as well as the variety of leadership approaches existing among choral leaders; however, there has been a limited amount of research on the individual narratives of choral conductors. Therefore, the purpose of this research was to gain an insight into the personal philosophies, values and experiences of choral conductors in order to understand the basis for their chosen approaches of leadership with adult choirs along with understanding their perspectives on the role of choral singing for adults. In order to fulfil the aims of the research and gain an awareness of the personal journeys of the choral conductors, the data was gathered through the methodological process of narrative inquiry, thus the process involved engaging in interviews with six choral conductors. The data was then analysed thematically, using both a deductive and inductive process, and the most prevalent findings among the choral conductors were in relation to the link between on-the-job experiences and the proficiency of leadership skills, the divide in values on the use of warmups, the significance of their roles as singers, the degree of their roles as educators, the adaptation of their leadership approaches as a result of varying circumstances, the importance of positive relationships, and the value of choral singing for positive wellbeing. In response to the findings, there are certain aspects which warrant future research including research with choral singers to understand their views on the preferred approaches of their conductors. Additionally, further emphasis could be placed on the impact of COVID-19 on the leadership approaches of choral conductors.N
“They can definitely feel the panic when they arrive at your door”- a mixed methods investigation into recently qualified teachers’ sense of ‘readiness’ to teach English as an additional language learners based on their experiences from initial teacher education in Ireland
No full textWith the increased migration to Ireland in the last twenty years, primary schools have seen a drastic change to the linguistic landscape in their classrooms. Therefore, primary school teachers have had to adapt their teachings of language to include their English as an Additional Language Learners (EALLs) who, for the most part, are experiencing English for the first time. This research study sought to build upon the findings of Bracken et al. (2012) who surveyed student teacher in Marino Institute of Education and St. Mary’s college, Belfast to gain their opinions on their preparation to teach English as an Additional Language learners during their time in Initial Teacher Education.
Through the lens of Bandura’s (1997) theory of Teacher Self-efficacy and pragmatic paradigm, this mixed method research study utilised a mixture of online questionnaires with 50 participants and 4 semi-structured interviews. The aim of the study was to understand Recently Qualified Teachers’ sense of ‘readiness’ to teach EALLs based upon their experience of Initial Teacher Education (ITE) colleges across the Republic of Ireland. Findings indicated that overall, there was a sense of uncertainty and lack of preparedness shared amongst the teachers. They called for mandatory modules in teaching English as an Additional Language (EAL), and more careful planning of school placement to include more diverse settings to prepare them to teach EALLs. This research study has indicated that ITE colleges are providing certain provisions to prepare their student teachers to teach EAL, but there remains work to be done to ensure that they feel ready to teach EALLs.N
A study of professional development among primary teachers in Cambodia: motivators and preferences
No full textTeacher professional development has become a pressing agenda worldwide. In Cambodia, continuous professional development (CPD) has been underpinned in nearly all interventions concerning children’s learning. The Ministry of Education has developed policies, implementing guides and incentivising schemes rapidly since 2017 aiming to attract teachers’ CPD engagement. This research addresses the question of factors that affect teachers’ CPD participation in Cambodia. It aims to investigate teachers’ perspectives on professional development and focuses on the motivators that encourage primary teachers in Cambodian public schools to pursue their CPD and what models and structures they find most valuable for enhancing their practice. Employing a qualitative approach, this study involves semi-structured interviews with eight teachers from various education and training backgrounds to discuss CPD experiences and recommendations for future arrangements. Findings indicate that Cambodian teachers were intrinsically and extrinsically motivated to engage in CPD, firmly believing it positively impacts children’s learning. Deep down to CPD models and structures, they preferred face-to-face, interactive workshops focusing on teaching methods and resources. They appreciated online CPD initiatives but they needed ICT infrastructure and literacy. They proposed that the Ministry of Education should increase classroom released hours for CPD, compensate for missing out on their second job. Such a study with a larger sample size is recommended for future research.N
Iniúchadh a dhéanamh ar thuairimí múinteoirí agus príomhoidí i Scoileanna Lán-Ghaeilge ar an tacaíocht bhreise le linn srianta COVID agus Múinteoir Tacaíochta don Ghaeilge a earcú chun dul i ngleic le tionchar na paindéime ar an sprioctheanga
No full textCuireadh dúshlán faoi leith os comhair scoileanna Lán-Ghaeilge na tíre, nuair a tógadh suíomh foghlama na teanga ó na daltaí le linn na paindéime COVID. Agus iad ag filleadh ar áitreabh na scoile, chuir srianta COVID, go háirithe srian ar bhogadh ó sheomra go seomra, isteach ar an tacaíocht bhreise a bhí scoileanna ag cur ar fáil san aimsir iar-chianfhoghlama.
Tá sé mar aidhm ag an taighde seo iniúchadh a dhéanamh ar na tuairimí atá ag príomhoidí agus múinteoirí i scoileanna Lán-Ghaeilge faoin tacaíocht bhreise a bhí in sna scoileanna seo tar éis na dianghlasála, nuair a bhí srianta COVID i bhfeidhm. Ar bharr sin, fiosraíonn an taighde seo na tuairimí atá ag na rannpháirtithe seo faoi Mhúinteoir Tacaíochta don Ghaeilge a earcú, chun dul i ngleic le héifeacht na paindéime. Tá ról an Mhúinteora Tacaíochta don Ghaeilge seo bunaithe ar na dualgaisí atá leagtha amach don ról céanna sna scoileanna Gaeltachta.
Rinneadh ceisteanna an taighde a iniúchadh trí mhodhanna meascaithe. Le Dearadh Seicheamhach Mínitheach an taighde, bailíodh sonraí trí cheistneoirí, agus ansin baineadh leas as modhanna cáilíochtúla, agallaimh leath-struchtúrtha agus grúpa fócais chun léirmhíniú a bhaint ó na torthaí
Léiríonn torthaí an taighde seo, gur mheas na rannpháirtithe go raibh drochéifeacht ag an dianghlasáil ar chaighdeán na Gaeilge agus gur chuir srianta COVID isteach ar iarrachtaí na scoileanna dul i ngleic leis na hiarmhairtí seo. Tháinig sé chun solais go raibh tosaíochtaí éagsúla ag scoileanna Lán-Ghaeilge ag an am sin don tacaíocht bhreise. Sonraíonn na rannpháirtithe nach raibh an Ghaeilge mar thosaíocht in go leor scoileanna, mar gheall ar chúinsí éagsúla idir brú ó thuismitheoirí, dúshláin earcaíochta agus fadhbanna sóisialta le páistí i ndiaidh na paindéime. Anuas air sin, dearbhaíonn an taighde go bhfuil tromlach de mhúinteoirí agus príomhoidí sa taighde seo den bharúil go bhfuil géarghá le Múinteoir Tacaíochta don Ghaeilge a earcú ina scoileanna, ach gur cheart don ról a bheith curtha leis an soláthar atá ann faoi láthair, agus scoileanna faoi bhrú le tacaíocht oiriúnach a chur ar fáil.
Táthar ag súil go mbeidh torthaí an taighde seo ina acmhainn don phlé faoi éifeacht na paindéime ar scoileanna Lán-Ghaeilge na tíre agus chun scoileanna tumoideachais a threorú chun sealbhú an dara teanga a chur chun cinn i measc na ndaltaí go héifeachtach.N
Beart de réir briathair: iniúchadh criticiúil ar na dúshláin, na deiseanna agus na dea-chleachtais a bhaineann le cleachtas dialógach a chur chun cinn i ranganna a cúig agus a sé i scoileanna lán-Ghaeilge lasmuigh den Ghaeltacht
No full textGo hidirnáisiúnta, léiríonn taighde (Mercer and Littleton 2007; Lefstein and Snell 2013; Jay et al. 2017; Webb et al. 2017; Howe et al. 2019; Sedova et al. 2019) go bhfuil buntáistí suntasacha ag baint le cleachtas dialógach chun forbairt teanga agus gnóthachtáil acadúil a éascú. Tá fianaise ann go n-imríonn cleachtas dialógach tionchar dearfach ar ghnóthachtáil páistí i suíomhanna dátheangacha go hidirnáisiúnta freisin (Ossa Parra et al. 2016). Tuairiscítear in Éirinn, áfach, gur gá teanga acadúil agus chognaíoch na bpáistí i mbunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt a thuilleadh (Éire, An Chigireacht, An Roinn Oideachais 2021a; Éire, An Chigireacht, An Roinn Oideachais 2022b). Sonraítear gur gá cruinneas teanga na bpáistí sa suíomh sin a chothú chomh maith (Éire, An Chigireacht, An Roinn Oideachais 2021a; Éire, An Chigireacht, An Roinn Oideachais 2022b). Sa taighde feidhmeach seo baineadh úsáid as ceistneoirí, grúpa fócais agus agallaimh leathstruchtúrtha chun eolas a bhailiú ó mhúinteoirí Ranganna a Cúig agus a Sé, ó cheannairí scoile agus ó cheannairí foghlama gairmiúla sna seirbhísí tacaíochta. Faoi scáth na paraidíme tógachaíche, fíosraíodh dúshláin, dea-chleachtais agus deiseanna maidir le cleachtas dialógach a chur chun cinn i measc daltaí tumoideachais i Ranganna a Cúig agus a Sé i mbunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht. Mar chuid de seo, díríodh aird ar bhearta cainte táirgiúla a úsáid de bharr go moltar leas a bhaint astu d’fhonn Curaclam Matamaitice na Bunscoile (An Chomhairle Náisiúnta Curaclaim agus Measúnachta 2023d) a chur i bhfeidhm. Ag eascairt as na sonraí a bailíodh, aithníodh oideolaíochtaí éifeachtacha a chothaíonn cleachtas dialógach, mar aon le féidearthachtaí chun dul i ngleic le dúshláin an tumoideachais ar bhonn comhuaineach. Áirítear ina measc oideolaíochtí d’fhonn stór teanga a mhéadú, aistriú scileanna a éascú go straitéiseach, agus aiseolas ceartaitheach a sholáthar go tuisceanach. Pléadh roinnt impleachtaí don fhoghlaim ghairmiúil agus do sholáthar acmhainní freisin. Eisíodh moltaí maidir le deiseanna foghlama gairmiúla agus acmhainní agus taighde sa bhreis a chur ar fáil.N
What is the impact of communities of practice on educational settings?
No full textThis study was designed to explore the impact of Communities of Practice on educational settings. Literature on Communities of Practice suggest that there are positives and negatives to educational settings engaging in the practice. It is also suggested in the literature that managing such a community can be difficult.
The aim of this study was to gather the opinions of stakeholders in the Community of Practice which has been established between a primary school and a local teacher education college in which they work/study. Teachers in the school, staff from the college and students in the college were involved in the study. The study addresses a gap in the literature as there is very limited research done on the impact of third level colleges working with primary schools in a community of practice, in an Irish setting.
The paradigm for this research was constructivism and qualitative methods of data collection were used. Data was collected using one on one interviews. A process of thematic analysis was then adopted to examine the data.
The results of the research showed that there are indeed positive and negative elements to engaging in a community of practice. It also emerged that the management of educational settings play an important role in the practice. It was also very clear that communication between settings is vitally important.
The results confirm that communities of practice can indeed improve the quality of teaching and learning that educational settings deliver but that this will lead to an extra workload for staff. This reinforces the research done by numerous other authors.N
Amplifying child voice in digital education: strategies to enhance children’s learning experiences in the digital age
No full textIn a rapidly evolving digital world, understanding and integrating children's perspectives is crucial for effective digital educational practices within primary education. This research explores the intersection of child voice and digital education, emphasising the educator's role in enhancing digital learning environments through children's feedback and active participation.
The absence of comprehensive research in this area hinders the implementation of evidence-based practices that support child-centred digital learning environments. Bridging this gap is imperative to developing technologically advanced and pedagogically sound digital education initiatives that align with the developmental needs and preferences of primary school children. Key issues include integrating digital tools in curricula, equitable access to technology, teacher training, digital literacy, child-centred learning, and educational equity. This study aims to show how children's perspectives can inform digital learning initiatives in primary schools.
As an educator and researcher, my role in this study involves integrating children's voices into digital learning practices. My perspective emphasises recognising children as active contributors to their education. Utilising a qualitative action case study approach, I engaged eight children as co-researchers, employing methods such as photovoice, draw and tell, and participatory audio recordings to articulate their digital learning experiences.
This research highlights the transformative potential of recognising children as active participants in their learning and enabling children to meaningfully participate in matters affecting them. Findings reveal that integrating child voice into digital learning environments enhances children's motivation, engagement, and autonomy. Children value digital tools that empower them to participate in decision-making processes. The study highlights the importance of equitable access to technology and the critical role of educators in facilitating children's participation, supporting digital competencies, and promoting children's well-being in digital spaces.
This study's implications for the future of digital education are profound. By amplifying child voice in digital learning environments, educators can create personalised and relevant learning experiences that foster student motivation, engagement, and autonomy.N