Teacher Education In Northern Ireland Research Articles

‘There’s maths everywhere!’: a case study on outdoor learning in mathematics in Initial Teacher Education in Northern Ireland

ABSTRACT The emphasis on test-based accountability has been linked with a recent decline in outdoor learning provision, particularly between the early and later stages of primary education. It also appears that pre-service teachers are inadequately prepared to teach outdoors. This paper reports on a project designed to equip a group of 15 pre-service teachers on one Initial Teacher Education programme in Northern Ireland to teach mathematics outdoors. The small-scale study used online questionnaires, semi-structured group interviews and individual written reflections to gather the views of the participants. Findings highlight the benefits of experiential learning for pre-service teachers: they were transformed by the experience, acquiring new pedagogical content knowledge and skills and showing increased confidence and enthusiasm for teaching outdoors. There was also recognition that further support and training would be beneficial. Such findings are important since pre-service teachers play a critical role in the future provision of school-based outdoor learning experiences.

Teacher education in Northern Ireland: reasons to be cheerful or a ‘Wicked Problem’?

ABSTRACTThis paper provides a critical reflection on teacher education and professional development in Northern Ireland between 2003 and 2018. It argues that whilst there is much about teacher education in Northern Ireland that is to be commended, the unique socio-historical, political and cultural context within which it operates may be considered as a ‘Wicked Problem’ which currently mitigates the potential to develop the teaching profession to best effect. Two key issues which highlight the Wicked Problem are addressed: the extended process of teacher education review; and a focus on the infrastructure of the system. The paper concludes by suggesting that future policy priorities need to value and promote existing strengths and cohere around the new approach to ‘Shared Education’ and the ‘Learning Leaders Strategy’ in order to build a mature system of teacher education to meet the challenges of a changing Northern Ireland.

Troubles, transformation and tension: Education policy, religious segregation and initial teacher education in Northern Ireland

It is now over 20 years since the signing of the Belfast (Good Friday) Agreement and the ending ofconflict or the ‘troubles’, as the conflict is referred to in Northern Ireland. Nevertheless, as a postconflict society Northern Ireland remains deeply divided in social, cultural and religious terms. Thisdivision is reflected, if not sustained, by the continued segregated nature of the structures andinstitutions of education, including those related to initial teacher education. This article adopts acritical policy analysis, drawing on primary source survey data, to understand, explore and reflect onthe nature and existence of these divisions. Further, in reflecting on the Belfast (Good Friday)Agreement as a consociational settlement, the article considers the inherent tension of a peaceprocess built on the very religious ethno-national divisions, including those pertaining to education,it is ultimately seeking to integrate. The article concludes that any desired systemic change andinculcation of values associated with the building of harmony, tolerance and mutual respect, asreflected for example in student teacher competences, is discursively emasculated by policy andpractice still largely based on religious ethno-national division and segregation.

A place for fundamental (British) values in teacher education in Northern Ireland?

This paper examines the distinctive locus of teacher education in Northern Ireland (NI) in respect of Fundamental British Values (FBV). It is written from the perspective of teacher education tutors in a PGCE programme that explicitly subscribes to pursuing the Shared Future agenda as outlined by NI Government policy in 2005. First, it establishes the inappropriateness of pursuing an FBV agenda in NI where the historical and contemporary context has been characterised by division expressed through opposing British and Irish identities; and, emerging from conflict where future political progress requires greater accommodation between these two often hostile positions. Second, using data from a previous Teaching and Learning Research Programme study (2005) on Values in Teacher Education as an indicator of student teacher social and political attitudes, it draws on later NI census (2011) and Life and Times Survey data (2005 and 2008) to identify the challenges and opportunities facing teacher educators wishing to encourage a more nuanced awareness among student teachers as to how identity issues impact on education. Finally, one teacher education initiative designed for this purpose is examined and its approaches offered as a means that Initial Teacher Education might contribute to producing teachers better equipped to contribute to a more accommodating society in NI in the future.

Crises as catalysts for change: re-energising teacher education in Northern Ireland

Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document Teacher education in a climate of change: The way forward (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education inter alia dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision.

Re-conceptualizing partnerships across the teacher education continuum

This research, funded by the Economic and Social Research Council–Teaching and Learning Research Programme (ESRC–TLRP), explored student and beginning teachers' experiences of teacher education in Northern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little or no induction. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction, and a more collegial model could offer a positive reconceptualisation of early teaching experience enabling reciprocal professional learning.

Religious segregation and teacher education in Northern Ireland

This paper surveys the extent of religious segregation in teacher education in Northern Ireland and notes that there are elements of separation within a general context of (increasing) common teacher education. With reference to liberal and communitarian theories the case for separate teacher education is considered. It is acknowledged that a case can be made for forms of separate teacher education in a liberal society but that certain limits or expectations should apply. A common teacher education is found to be desirable but it is suggested that in order to justify its dominant status in a plural environment it must be accommodating of religion, encourage dialogical engagement around concepts of shared fate and cultivate a sense of community.

The effect of school‐based practice on student teachers' attitudes towards inclusive education in Northern Ireland

This study seeks to discover the attitudes to inclusion of those about to embark on initial teacher education in Northern Ireland and the extent to which an extended teaching practice in a non‐selective placement school can influence attitude change. A cohort of 125 student teachers responded to a survey that explored their attitudes towards a range of issues relating to inclusive education in the context of Northern Ireland. The findings indicate that student teachers in Northern Ireland show positive attitudes towards the principles of inclusion, with teaching practice experience in a non‐selective school appearing to confirm and increase these positive attitudes. However, despite displaying increasingly positive attitudes towards inclusion post‐teaching practice, there are indications that student teachers continue to show strong attachment to current organisational practices strongly related to academic selection.

The effect of school‐based practice on student teachers' attitudes towards inclusive education in Northern Ireland

This study seeks to discover the attitudes to inclusion of those about to embark on initial teacher education in Northern Ireland and the extent to which an extended teaching practice in a non‐selective placement school can influence attitude change. A cohort of 125 student teachers responded to a survey that explored their attitudes towards a range of issues relating to inclusive education in the context of Northern Ireland. The findings indicate that student teachers in Northern Ireland show positive attitudes towards the principles of inclusion, with teaching practice experience in a non‐selective school appearing to confirm and increase these positive attitudes. However, despite displaying increasingly positive attitudes towards inclusion post‐teaching practice, there are indications that student teachers continue to show strong attachment to current organisational practices strongly related to academic selection.

Student teachers’ attitudes to inclusion: implications for Initial Teacher Education in Northern Ireland

With the imminent passing of the Special Educational Needs and Disabilities Act (SENDA) into law in Northern Ireland, along with changes to the curriculum and the planned move away from academic selection for post‐primary pupils in 2008, the education system in Northern Ireland is about to embrace radical change. Inclusion has now become one of the most pressing educational issues both nationally and internationally. As we move to address such change, there is a recognition that Initial Teacher Education (ITE) must review how new teachers are trained so they are equipped to teach effectively in classrooms that may be very different from their own learning experience. This paper focuses on a research project undertaken at the University of Ulster that considers student teachers’ attitudes to inclusion before their first teaching practice experience. While the findings reveal evidence of support for the philosophy of inclusion and for inclusive practices generally, they also show that many young teachers still show a strong attachment to, and belief in, traditional academic selection as a preferred education model

Teacher Education in Northern Ireland: Policy Variations Since Devolution

Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.

Comparison and evaluation of aspects of teacher education in Northern Ireland and the Republic of Ireland

This paper critically considers teacher education in Northern Ireland and the Republic of Ireland. It was stimulated by an exchange programme between student teachers from Northern Ireland and the Republic of Ireland for a period of school‐based work in each other's jurisdictions. It examines recent curricular developments, partnership with schools, college requirements and cultural diversity. It also contrasts the effects these have had on student teacher preparation, classroom delivery and tutor involvement in student teacher development. The highly prescribed and assessed Northern Ireland curriculum will be contrasted with that of the Republic of Ireland, which appears to offer more in terms of freedom, flexibility and independence in planning. Different supervisory practices and responsibilities for the assessment of student teachers' practical teaching will be compared in both jurisdictions. The tutors in the Republic of Ireland exercise more control over student teachers' preparation and professiona...

Accountability in Partnership or Partnership in Accountability: Initial teacher education in Northern Ireland

SUMMARY This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination.

The InstitutionS of Education: Compare, Compare, Compare!

L'auteur se livre ici a une reflexion personnelle sur les institutions de l'education et sur ce que peut et devrait etre le champ qui mene a l'etude de l'education contemporaine, mais revient aussi sur son experience et ses rencontres personnelles avant de se lancer dans un historique comparatif.

Supporting newly-qualified teachers in post-primary schools in Northern Ireland: the role of the head of department

This article reports research on the role taken by Heads of Department in post-primary schools in Northern Ireland in the provision of support for the professional and personal needs of newly-qualified teachers. The views and experiences of the Heads of Department were sought on the responsibilities associated with their work with newly-qualified teachers, following the reform of teacher education in Northern Ireland, and on the effectiveness of Initial Teacher Education preparation. The results showed that Heads of Department were keenly aware of the nature and importance of their work with newly-qualified teachers, that time was a major constraint in its effective implementation and that the process demanded a team effort with other key members of staff, including the newly-qualified teachers themselves.

The Northern Ireland professional growth challenge: towards an integrated model of teacher education

This article describes developments in teacher education in Northern Ireland (NI) which aim to integrate the three preliminary phases of teacher development. The research for the article has been informed by a number of sources of evidence. An evaluation questionnaire was circulated to all Postgraduate Certificate in Education (PGCE) (Secondary) student teachers in June 1997 on completion of the new school-based programme. Personal involvement in the induction of newly qualified teachers and in planning for the programme for early professional development has enabled ongoing monitoring and evaluation of development. In NI the new programme of initial teacher education (ITE) was implemented in 1996, and while it shares some of the characteristics of ITE in England and Wales, it is quite different in two major respects. Firstly, no formal system of mentoring exists and secondly, no financial resources are transferred from the higher education institutions to schools. From the outset there was a strong commitment to integrate the three phases of early professional development and this is evidenced in the way the competences have been assigned to the initial, induction and early in-service phases of teacher education. An integral feature of the new arrangements was that all student teachers on 1-year PGCE courses were to receive a career-entry profile (CEP). These have been used during 1997-98 as a basis for setting targets for their professional development during induction. Induction in the future (by January 1999) is to be followed with a structured 2-year programme for early professional development (EPD). This article aims to review these initiatives and to examine them with particular reference to partnership, competences and integration and mentoring practices.

Training and accrediting a school staff as mentors: experience of a primary school in Northern Ireland

Arrangements for initial teacher education in Northern Ireland are different from England and Wales in three major respects. Firstly, no formal contracts exist between Higher Education Institutions (HEI) and schools for the training of student teachers. Secondly, no financial resources are transferred from the HEIs to the schools to assist with supporting student teachers while on school placement. Thirdly, the competence framework has been designed to identify the distinctive contribution which schools make to the training process. The amount of time student teachers spend in schools, however, is the same as that in England and Wales but no formal training has been provided for schools to enable them to undertake the new and additional responsibilities which the competence framework implies. This paper describes an initiative in which the whole staff in a primary school in Belfast participated in a programme of Mentorship Training which was provided and accredited by the University of Ulster. The programme which comprised two modules was offered at postgraduate level and was designed to assist the teachers to develop a more structured and systematic approach to supporting and training student teachers and newly qualified teachers. On completion, the programme was evaluated and the findings are reported in this paper.

Towards Partnership in Teacher Education in Northern Ireland—an unfinished story

Summary This paper was presented at the Gargnano seminar. It presents an analysis of the reform of teacher education in Northern Ireland from 1992 to 1995. It points to similarities and differences with developments in England and Wales and describes in detail the debate on partnership teacher education up to June 1995. The focus of the paper is on policy development in N.I. and on the interactions between the main players involved in advising government and implementing policy. The positions taken up by the Government, the HE institutions, the schools and the Northern Ireland Teacher Education Committee are described. The approach taken by the University of Ulster in the planning and delivery of social work training in N.I. is used as an exemplar of partnership building worthy of examination by the teaching profession. The paper concludes with a short section (written in September 1996) which brings the reader up to date on some major developments, including a “step back from the brink”.

British Universities and Teacher Education: A Century of Change

Victorians beginnings, John B.Thomas day training college to Department of Education, John B.Thomas the area training organizations, John D. Turner the universities and the BEd degree, Alec Ross the James report and recent history, Peter Gosden the Scottish universities and educational studies, Peter Gosden teacher education in Northern Ireland, R.E. Bell the study of education as a university subject, Brian Simon teacher education in multicultural Britain, Maurice Craft the university Professor of education, Peter Gordon schools of education - their work and their future, Tony Edwards. Appendix: Professors of education in the United Kingdom.

Developments in teacher education in Northern Ireland, 1949–1982

Developments in teacher education in Northern Ireland, 1949–1982