Teachers In Ireland Research Articles

LGBT+ teachers in Ireland’s experiences in primary schools

ABSTRACT While legislation has been introduced in recent years to protect the rights of LGBT+ teachers in Ireland, teachers’ perspectives on the current reality are mixed and challenges still exist. Some teachers are comfortable stating their sexuality in schools, while others are not. This paper focuses on the views of seven primary school teachers, who discussed their experiences as LGBT+ employees in Irish schools during semi-structured interviews. The findings point to the importance of effective leadership as a means to make schools truly inclusive for all. The teachers also reported the wider school context being important including colleagues’ attitudes towards inclusion and, in particular, LGBT+ issues. The need for school-wide professional learning was seen as central to becoming a truly inclusive school, whereby teachers are equipped with the skills and knowledge to combat discrimination in all its forms. Finally, the study highlights the issue of LGBT+ teacher well-being and how this can be affected by the level of support shown to teachers in schools.

Investigating Language and Culture Awareness of Pre-Service Science Teachers in Ireland

Investigating Language and Culture Awareness of Pre-Service Science Teachers in Ireland

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers' perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

Not wanting to class or be classed: Student teachers in Ireland from working class backgrounds reflecting on class and class categorisations

This article is about the perspectives of student teachers from working class backgrounds in Ireland about social class. In the context of drives to diversify the teaching profession internationally, examining how those from under-represented groups understand their identities assumes great importance. Employing constructivist grounded theory, 31 interviews were conducted with 21 student teachers from working class backgrounds exploring their perspectives on social class. While participants were clear that class ‘existed’ and remained highly relevant in Irish society, they emphasised silence about class in Ireland, except through forms of euphemising. Despite describing themselves in classed terms, most were critical of class categorisations believing they involved looking down on someone or being looked down on, resulting in feelings of shame and unworthiness. The findings are discussed relative to previous scholarship regarding silences about social class in Irish policy and cultural sociological theories of (class) disidentification.

From ‘sojourning’ to standards: a critical reflection on the evolution of initial teacher education policy in Ireland

ABSTRACT Given the many foci and functions of the education system in Ireland in both the colonial era (up to 1921) and since, teacher selection, training/education, recruitment and management have been topical and contested issues. This article traces key trends in the historical evolution of initial teacher education (ITE) policy for primary teachers in Ireland over the past two centuries, moving from a period where training involved ‘sojourning’ around schools to the contemporary era where ITE programmes are underpinned by elaborate and prescriptive standards. Framed within the wider international socio-political context, a particular emphasis is placed on the implications of policy developments in the past decade that have fundamentally altered the landscape of ITE. The paper argues that Ireland’s contemporary ITE policy is characterised by a range of tensions and debates that arise from the interface of its historical lineage with contemporary global discourses.

Tensions and contradictions: Exploring post‐primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder

AbstractThis article presents findings from a mixed methods study which explored the perspectives and experiences of post‐primary teachers in Ireland regarding students with Attention Deficit Hyperactivity Disorder (ADHD). Using an anonymous online questionnaire (n = 239) and semi‐structured interviews (n = 8), this research examined teachers' views and opinions of ADHD, its impact in the classroom and their experiences with diagnosed students. Teachers reported that students with ADHD presented numerous challenges in the classroom which had a negative impact on teaching and learning, and they felt professionally ill‐equipped to properly support their students. We argue there are multiple tensions and contradictions at play within the Irish educational system which may be impacting both teachers' perspectives of students with ADHD and the inclusion of these students in the larger post‐primary context.

A multilevel investigation of factors related to achievement in Ireland and Spain using PISA data

The Program for International Assessment (PISA) is a methodology for making comparative judgments about the quality of education systems. Celebrated by proponents as a transparent process that allows policy makers produce data informed judgments about relative quality of their national education system PISA – and through it the OECD – has become a key vehicle for informing and explaining educational policy development. This paper explores the Irish and Spanish outcomes of the 2018 round of PISA. It examines the contextual factors that are associated with performance at student and school level while at the same time developing a multi-level statistical model to explain divergent school performance profiles It finds that issues associated with the socio-economic level of the students, the repetition rate, and student age are common across all domains in both countries. It suggests that the socio-economic status of Spanish students at school level is not significant, that the shortage of teachers in Ireland affects student performance, and that immigrant status does not disadvantage Spanish student performance. It concludes by suggesting that studies involving a wider application of the model be undertaken to assess possible social, economic, and cultural causes that may explain the differences in variable significance in each country.

Using Virtual Reality to Support Retrieval Practice in Blended Learning: An Interdisciplinary Professional Development Collaboration between Novice and Expert Teachers

This small-scale study comprised an evaluation of a teacher professional learning experience that involved the collaborative creation of resources using immersive virtual reality (VR) as a retrieval practice tool, specifically focusing on the open access aspects of the SchooVR platform. SchooVR offers teachers and students tools to enhance teaching and learning by providing a range of virtual field trips and the ability to create customised virtual tours aligned with curriculum requirements. By leveraging the immersive 360° learning environment, learners can interact with content in meaningful ways, fostering engagement and deepening understanding. This study draws on the experiences of a group of postgraduate teacher education students and co-operating teachers in Ireland and Northern Ireland who collaborated on the creation of a number of immersive learning experiences across a range of subjects during a professional learning event. The research showcases how immersive realities, such as VR, can be integrated effectively into blended learning spaces to create resources that facilitate retrieval practice and self-paced study, thereby supporting the learning process. By embedding VR experiences into the curriculum, students are given opportunities for independent practice, review, and personalised learning tasks, all of which contribute to the consolidation of knowledge and the development of metacognitive skills. The findings suggest that SchooVR and similar immersive technologies have the potential to enhance educational experiences and promote effective learning outcomes across a variety of subject areas.

Willing and unable or willing and able? Insights from an evaluation of a mentoring training programme for early childhood teachers in Ireland

ABSTRACT Many early childhood teachers mentor pre-service teachers engaging in practicum within their settings. Given their significance in early childhood teacher preparation, mentors must be prepared for their mentoring role (Balduzzi and Lazzarri 2015). However, while early childhood teachers may be willing to mentor, they may be ill-equipped for this role. This paper draws upon participants’ responses to an evaluation of a mentoring training programme in Ireland. Findings indicate that participation in the programme resulted in greater knowledge and understanding of mentoring processes, approaches, skills, roles and responsibilities; increased confidence in participants’ ability to mentor; enhanced critical reflection; ability to share learning; improved professional practice, and willingness to embrace communities of practice. From a policy perspective, a mentoring policy concerning a continuum of early childhood teacher education, financial support and time in lieu is essential to enable mentors to fulfil their mentoring role in supporting the professional formation of pre-service teachers.

Chameleoning to fit in? Working class student teachers in Ireland performing differential social class identities in their placement schools

ABSTRACT This paper is about social class and the teaching profession. While class has long been a core focus in the Sociology of Education, little attention has been paid to how it is conceived and enacted in the context of the professions, including teaching. While research in the area is increasing, we know relatively little about “the daily class work” of teachers, and student teachers, in schools. In the context of drives internationally to diversify the teaching profession, attention is needed to the experiences of those from lower socio-economic groups in their (generally) upwardly mobile trajectories. This paper draws on a constructivist grounded theory study about the social class identities and experiences of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. I present the concept of class chameleoning that was constructed from the data, being “different people” in different contexts, a behaviour that was reported by the participants as being very common, and in which the vast majority recounted participating, in their placement schools. This behaviour was motivated by a strong desire to fit in and to not be looked down upon, but resulted in significant bifurcation of the self. The analysis is interrogated using Goffman’s dramaturgical analysis of social life and Bourdieu’s habitus clivé (divided habitus), as well as key findings from research in teacher education. I end by pointing to the ethical implications of diversifying the teaching profession for under-represented groups without concomitant adaptation of the culture of the profession and schools.

The teaching of physics at upper secondary school level: A comparative study between Indonesia and Ireland

This study aims to investigate the teaching approaches taken by physics teachers in Indonesia and Ireland when teaching a module on Medical Physics in the classroom. Additionally, students’ attitudes to the module on Medical Physics were also explored. In particular, the views of these teachers toward inquiry based science education (IBSE) and direct instruction (DI) when implementing this module with students in the 14–16 age group were examined. Data were collected to investigate how teachers in the two countries used combinations of the IBSE and DI teaching approaches when teaching the module to their students. Arising out of the implementation of the module, it was hoped that the module would serve as a “hook” to interest students in physics by teaching topics in physics via real-life applications of physics. Thus, the attitudes of the students toward science on completion of the module were assessed. A total of 15 schools in Indonesia (402 students) and 15 schools in Ireland (263 students) participated in the project. Data were collected from the teachers and students using questionnaires. Among the findings were that while teachers in Ireland were unanimous in their agreement with the inclusion of IBSE activities in the lesson plans supplied, only 67% of the teachers in Indonesia agreed with the inclusion of these activities in the module. There was a strong relationship between the type of school and the students’ attitude toward the module. Students in the more academic type schools in both Ireland and Indonesia were less positive about the module. Among the problems highlighted by teachers in Indonesia was the lack of laboratory facilities. Also, students in both countries commented on the problems with terminology and literacy in general when studying physics. While the module brought out a positive response from students convincing them to continue with their study of physics at the upper secondary school level.

Current Concussion Knowledge, Beliefs, Education, and Management Practices Among Irish Post-Primary PE Teachers

ABSTRACT Purpose: Physical education (PE) teachers play an important role in concussion recognition and management in schools both in an academic and activity based setting. This study aimed to identify Irish post-primary PE teachers’ concussion knowledge, beliefs, education and management practices. Methods: An anonymous online survey, adapted to the Irish context from the validated BAKPAC-TEACH, was completed by 128 PE teachers (female = 74/123; 60.2%; male = 49/123; 39.8%, 36.1 ± 10.9 years), representing 4% of registered PE teachers in Ireland. Results: PE teachers reported 3.5 ± 4.7 students suffer with a sports-related concussion in their classroom annually and 43.9% previously had a student sustain a concussion during their PE class. Most received concussion education (58.6%), largely provided by sporting bodies. They frequently identified dizziness (93.0%) and headaches (92.2%) as concussion symptoms, but less commonly emotional (more emotional = 36.5%, nervous or anxious = 33.6%, sadness = 28.9%) or sleep (35.2%) symptoms. All PE teachers knew that a concussion requires immediate removal from a game/practice. PE teachers demonstrated less perceived knowledge and confidence relating to academic adjustments and return to learn criteria. Just 31.3% reported their school facilitates academic adjustments. Conclusion: Tailored concussion education addressing knowledge gaps highlighted in this study should be developed. A concussion policy and an academic support team in each school should be established and widely publicised to enhance the support of concussed students in returning to school.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

The Courage to Care: Teacher Compassion Predicts More Positive Attitudes Toward Trauma-Informed Practice

PurposeWith greater awareness of the prevalence and impact of childhood trauma and adversity, teachers are now assuming a more active role in creating emotionally healthy environments and responding to student distress. However, supporting trauma-affected students can be a source of amplified teacher stress. Compassion has been identified as a promising construct for frontline professionals in terms of promoting psychological wellbeing, and increasing the sensitivity to detect, tolerate and respond to distress in others. It has also been identified as an important aspect of trauma-informed practice. Nevertheless, the role of compassion in teachers’ attitudes towards, and readiness for implementing trauma-informed practices has not yet been explored. This study aimed to address this gap.MethodsA sample of 377 primary and post-primary teachers in Ireland completed the Attitudes Related to Trauma-Informed Care Scale, the Professional Quality of Life Scale, the Self-Compassion Scale, and a socio-demographic survey.ResultsTeachers were found to hold generally positive attitudes toward trauma-informed care. They exhibited low to moderate levels of secondary traumatic stress and burnout, and notably high levels of compassion satisfaction, indicating that they tend to embrace their caring role and find meaning and purpose in their work. Regression analyses showed that compassion satisfaction was the strongest predictor of positive attitudes toward trauma-informed care, followed by self-compassion. Older teachers were more likely to display positive attitudes toward trauma-informed care, whilst teachers in single-sex boys’ schools held attitudes that were less favorable.ConclusionThis study suggests potential benefits for both teachers and students of positioning compassion at the center of educational policy and practice. The results are contextualized within the Irish and international educational landscape.

Current Practices, Willingness and Perceived Ability to Implement an Injury Prevention Exercise Program Among Post-Primary Physical Education Teachers.

Musculoskeletal injuries are common in adolescents, and recently schools have been suggested as an opportune location for injury prevention strategies. This study aimed to identify the current practices and perceptions of post-primary PE teachers in Ireland on injury prevention exercise programs (IPEP), which are key to informing potential implementation strategies. Post-primary PE teachers (n=287) completed an online anonymous survey. Outcome measures included current IPEP practices in PE class, teachers' attitudes toward IPEPs, willingness to implement, and perceived ability to implement an IPEP in PE class. Descriptive statistics were calculated, and Mann-Whitney U tests were used to compare differences between groups. Results indicated that only 1 in 5 PE teachers currently used an IPEP in class. Of these, no teacher used an existing IPEP exactly as intended, while most teachers were willing to implement an IPEP (80.5%). Those who previously received formal IPEP education or were aware of an existing IPEP had significantly higher perceived ability to implement an IPEP in class (p < .001). This study demonstrates that despite a willingness among PE teachers to implement IPEPs in class, few currently do. Thus, post-primary PE class may be an under-utilized setting for adolescent injury prevention and warrants further investigation.

“Foreclosing” a teaching career? An exploration of the career decisions of undergraduate pre-service teachers’ through the lens of Identity Status Theory

This paper explores the career decisions of a cohort of 42 undergraduate, pre-service teachers in Ireland through the lens of Marcia's (1980) Identity Status Theory. The study employed semi-structured interviews to examine the cohort's level of commitment to and exploration of a teaching career as part of their career decision making. Discourse analysis of their interviews evidenced that most had a high commitment to teaching but low exploration of other careers before committing to teaching, suggesting a “foreclosed identity status”. Possible explanations for this high degree of identity foreclosure are suggested and implications for initial teacher education are highlighted.

Examining COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach

BackgroundThe teaching profession was dramatically affected by COVID-19 with school closures and ultimately the move to online learning. COVID-19 brought additional stress to an already demanding profession with the introduction of online teaching, teachers experiencing fear of infection and additional workloads accompanying the pandemic. AimTo examine COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach. MethodThis study implemented two recruitment strategies for participants; email invitations to all members of ILSA and INTO, and email invitations with study information to school principals. A study specific questionnaire was devised with three questions offering free text responses. All responses were anonymous and analysed collectively. The Braun and Clarke thematic analysis method was employed to analyse participants’ responses. Results224 participants responded to the survey, however not all participants completed all three questions. Initially 98 codes were generated from the data set, and subsequently reduced to 41 final codes. The codes were arranged into three final themes; Overburdened, Abandoned, and Consequences, representing occupational stress in teachers during COVID-19. ConclusionIn the form of the three themes identified, participants described issues such as large class sizes, high workload, and out of work hours contact, among others. These issues contributed negatively to participants’ mental health and wellbeing with descriptions of being exhausted, isolated, stressed and experiencing burnout. Ensuring adequate awareness of, and paying attention to, teacher wellbeing is essential, such that optimisation of school environment can occur in light of additional burden associated with COVID-19.

COVID-19 related occupational stress in teachers in Ireland

BackgroundSporadic school closures and a shift to online teaching have resulted in significant work changes for teachers in Ireland during the COVID-19 pandemic. Such rapid changes are likely to compound other personal or family stressors resultant from the pandemic. MethodThis study examines occupational stress levels during COVID-19 amongst a national sample of 245 teachers in Ireland using the Copenhagen Burnout Inventory as the main outcome measure. ResultsModerate or high levels of personal burnout was reported by 82% (n = 202) of the sample and 79% (n = 193) reported work burnout. COVID-19 related adverse effects were reported by teachers on physical (43%) and mental health (67%), with deterioration in eating (34%), sleeping (70%) and alcohol use (33%). 100 (42%) participants felt unable to keep safe at work. Low levels of job satisfaction were present (66%), negatively correlating with burnout scores (rs=-0.405, p<.01). 142 (58%) teachers had seriously considered changing jobs in the previous 6–12 months. ConclusionPlans for continued educational access for students must urgently include interventions optimising the occupational environment and resources for teachers. This is necessary to prevent the deleterious impact of personal burnout on teacher wellbeing and to minimise the likelihood of increased staff turnover, early retirement and adverse impacts on teaching quality relating to work burnout.

Barriers to recognition for migrant teachers in Ireland

Despite an increase in ethnic diversity within the state, the Irish teaching workforce remains starkly mono-ethnic. This article is based on an analysis of data generated through a sequential explanatory mixed method research project involving questionnaire responses from 240 migrant teachers and subsequent focus group with a selection of teachers. Findings suggest that migrant teachers are slow to engage in the formal accreditation process, and face considerable challenges when they do. This reflects not only practical difficulties, but also narrow discourses of who can legitimately be recognised as a teacher in Ireland. This in turn is linked to cultural arbitraries highlighted through the research, such as a requirement to be able to teach through the Irish language in primary school and a requirement to be registered to teach in primary or post-primary schools only. In exploring these barriers, we draw broadly on Bourdieu and Passeron’s (1990) work, which understands teachers as pedagogic agents, imbued with pedagogic authority through formal processes of accreditation and selection. These processes involve the imposition of cultural arbitraries which legitimate certain languages, content or stances over others. Recommendations include revisions to the registration process to take previous teaching experience into account.