Irish Educational Studies 

About: Irish Educational Studies is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Irish & Curriculum. It has an ISSN identifier of 0332-3315. Over the lifetime, 1107 publications have been published receiving 8596 citations.

What is ‘good’ teaching? Teacher beliefs and practices about their teaching

Abstract: There has been increasing attention on teacher ‘quality’ and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools, this paper documents the importance of passion, reflection, planning, love for children and the social and moral dimension to Irish teachers' constructs of good teaching. Contradictions are evident, however, between teacher beliefs and observation of their practice, the latter mediated by the sociocultural context of the school (gender, social class and migrant children), teacher expectations for different types of students and leadership practices within the school. Debates over ‘quality’ teaching need to take account of these broader contextual and sociocultural factors which influence how teachers construct and do teaching.

Mapping the Landscape of Communities of Practice as Professional Development in Irish Physical Education.

Abstract: Numerous primary and post-primary communities of practice (CoP) are used as educational change mechanisms to support teachers improving physical education (PE) practice in Irish schools. This study's purpose was to examine perspectives of program facilitators and participants of Irish PE CoP created to address teachers’ interests. Specifically examined were views of successful professional development and characteristics supporting or hindering its success. Participants included 33 teachers and 7 facilitators. Analysis identified three themes: purpose and success, guideposts, and roadblocks. Views of success paralleled CoP defined purposes. Incentives, a positive learning environment, supportive emotional environment, structure of the group, and facilitation with care were guideposts. Roadblocks hindering success included: time, ineffective learning environments, policy, the status of PE, and the context of schools and teaching. Overall, varying CoP structures, leadership, and support recognized multiple ...

A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland

Abstract: This paper examines the emergence of new accountabilities in teaching and teacher education in Ireland in the 15 years period 1997–2012. Framing accountability in terms of the three main approaches to it globally in education systems, that is, compliance with regulations, adherence to professional norms and attainment of results/outcomes, we identify significant changes, particularly, in compliance- and results-driven accountability. A ‘rising tide’ of accountability, due to the interrelated influences of the European higher education space, education legislation and professional self-regulation policies (i.e. Teaching Council), is evident since the late 1990s. This was punctuated by a ‘perfect storm’ in 2010 comprising ‘bad news’ from PISA 2009, the economic bailout and strategic leadership at a system level. The cumulative impact of the ‘rising tide’ and ‘perfect storm’ is evident in how they reframed both ‘to whom’ and ‘for what’ accountability in teacher education relates. Significantly, the new accou...

Strategic planning and accountability in Irish education

Abstract: This article considers the impact of the New Public Management culture on Irish education and calls for a debate in relation to the prevailing bureaucratic model of accountability. The influence of the Lisbon Agenda (2000) on education planning is identified and the 2005/7 Education Strategy Statement is analysed using the relevant OECD framework. This analysis reveals the preponderance of macro policy objectives over individual learning objectives. The implications of this finding are considered in the case of two of the five goals of this Strategy Statement, those dealing with the personal and social goals of education and education quality. The paper calls for alternative indicators that will achieve balance between process and product, between responsive and contractual accountability and between individual and system outcomes. Some hopeful developments are identified.