Problematising Irish student-teachers’ (dis)engagement with sociology of education in initial teacher education programmes

Abstract

In this paper, we argue that the foundation disciplines have experienced increased marginalisation within initial teacher education (ITE) in Ireland, even though they are acknowledged in policy, curriculum, and programme development. This marginalisation has occurred because of several developments. The reconceptualisation of ITE in Ireland in 2011, foregrounded a more practice-orientated approach which we argue has contributed to a more ‘mono-dimensional conceptualisation’ of teacher education (Winch et al., 2015). The continued division between the foundation studies and school placement has not helped the ‘cause’ of foundation disciplines, particularly as students are not afforded the opportunity to regularly integrate their learning and foundation studies are not assessed as part of the school placement experience. Drawing on a quantitative study of student teachers in one Irish ITE college, this paper explores their engagement with, and attitude toward sociology and most especially their application of sociological theory in practice. The study found that while students understand sociological concepts, and its importance in education, they do not embrace the transformative potential of sociological concepts for their own identity as a teacher or engage in any meaningful way to interrogate systematic inequality in either education or society. Our findings suggest that ITE students do not have the opportunity to engage in the deep conceptual analysis that is required to implement fully inclusive and culturally responsive pedagogies, a necessity in teh face of a diverse society and homogenous teaching population. The data suggest that students have a utilitarian approach to sociology as a non-pedagogical discipline, and this has repercussions for both the teaching of sociology of education and for students own professional development. We need to reassert the value of the foundation disciplines, particularly sociology of education, as an important pillar of ITE students' professional development. It is incumbent upon foundation discipline teacher educators to reclaim their space, by highlighting the disconnect between theory and practice, and by creating authentic space for students to develop and employ a sociological lens in their journey to becoming open-minded, empathetic and culturally competent teachers.