TEPE Conference 2017 T E AC H E R E DU C AT I O N PO LI CY I N E U RO PE

Education for all: Issues for teacher education

May 18—20, 2017

Teacher Education Policy in Europe Network

Mary Immaculate College, Limerick

#TEPE2017

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Welcome from the Chair of the

Teacher Education Policy in Europe (TEPE) Network

Honorable Guests and Participants, Dear Colleagues,

I would very much like to welcome you to the 2017 TEPE Conference “Education for All: Issues for Teacher Educa-tion”, held at Mary Immaculate College (MIC), Limerick, Ireland, May 18 to 20.

On behalf of the TEPE Board, I would like to thank you for attending and contributing to the sharing of ideas and the discussions that will take place here and to congratulate the Mary Immaculate College (MIC) on convening a fine meeting. I wish to add a special thanks to the Mary Immaculate College leadership for their warm and gener-ous hospitality and their great cooperation with TEPE Board in organizing this conference.

The Teacher Education Policy in Europe (TEPE) network is an academic network that builds on the previous Euro-pean collaborative projects in the field of teacher education policy – TNTEE and EUDORA. TEPE Network aims to advance research in and on Teacher Education, increase mobility and extending the European Dimension in Teacher Education, and enhance quality through the renewal of evaluation cultures in Teacher Education. TEPE annual conferences bring together educational researchers, policy makers, and educators from Europe, as well as many other countries around the world. Conferring with such wide ranging delegates offers a unique oppor-tunity for the exchange of ideas and for fostering communication and collaboration on an international scale.

The theme of the 2017 TEPE conference: ‘Education for All: Issues for Teacher Education’ examines the extent to which the education system can serve the needs of a diverse range of learners and the role of teacher educa-tion in the pursuit of this goal. This conference provides opportunities for us to interrogate the notion of ‘Education for All’ and in particular, the key role of teacher education and teacher educators therein. Please enjoy the conference and have very fruitful discussions. The question: “What is the direction and the way to approach education for all in the changing societies in 21st Century?” still lingers. This leaves us with plenty of room to think and rethink until we find our answers. Meanwhile, best wishes from TEPE for a successful meeting.

Sincerely,

Prof Joanna Madalińska-Michalak Chair of TEPE Board University of Warsaw, Poland

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Welcome from the Dean of Education,

Mary Immaculate College

Dear Delegates,

I am delighted to welcome you to Mary Immaculate College (MIC) for the TEPE 2017 Annual Conference. We at the Faculty of Education are extremely proud of our tradition of, and commitment to teacher education since the College was established in 1898. The Faculty is one of the largest of its kind in Ireland, with approx. 3500 students, and a staff of more than 70 full-time academic staff with a further 30 associate members. The Faculty is strongly student-centred and is committed to excellence in teaching, learning, and research. Mary Immaculate College enjoys an enviable reputation based on the high quality of our graduates, and is recog-nised for our innovation in programme design across the continuum of academic provision, as well as our effective and productive collaboration with partners in the higher education sector, nationally and interna-tionally.

The themes for discussion at the TEPE Conference, equality, access, diversity and a global perspective on edu-cation are very much at the heart of MIC’s commitment to social justice. The College has continuously looked towards the future, striving to develop as an institution and to bring about positive changes aimed at student welfare, well-being and equality.

Given our quality of our excellent keynote speakers, namely, Ms. Montserrat Gomendio, Deputy Director of the Directorate for Education and Skills, OECD; Professor Judith Warren Little, Carol Liu Professor of Education Policy, Emerita, at the University of California, Berkeley; and Professor Áine Hyland, Professor Emeritus, Uni-versity College Cork, Ireland, we are sure that this year’s conference will provide an opportunity for valuable and stimulating discussion.

Running concurrently with the TEPE conference this year is the International Research Methods Summer School (IRMSS) which will be held at Mary Immaculate College from 19-21 May. Now in its sixth year, IRMSS has a signature focus on disciplinary, interdisciplinary and trans-disciplinary research and attracts a large num-ber of international researchers for its annual conference. The complementary nature of these two events presented us with an opportunity for collaboration and shared learning. Consequently, we have arranged for our TEPE delegates to have complimentary access to all of the IRMSS keynote presentations including presentations by Prof Vivian Gadsden, President of the American Educational Research Association (AERA); Dr Ute Romer, Georgia State University; Dr Tom Morton, Birkbeck, University of London; Prof Marie Parker-Jenkins, University of Limerick and Dr Karl Kitching, University College, Cork.

We have a number of social events planned, musical interludes, short films, art exhibitions as well as other cultural events, which will run throughout the duration of the TEPE conference. We trust that you will enjoy the rich opportunities for discussion and debate the conference offers, as well as the social and cultural aspects of the gathering.

Fáilte romhaimh go léir go Luimneach – you are most welcome to TEPE 2017,

Prof Teresa O’Doherty Mary Immaculate College

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TEACHER EDUCATION POLICY IN EUROPE

The theme of the 2017 TEPE conference: ‘Education for All: Issues for Teacher Education’ examines the extent to which the education system can serve the needs of a diverse range of learners and the role of teacher education in the pursuit of this goal. This conference will provide opportunities for teacher edu-cators, academic researchers, educators and policy makers to interrogate the notion of ‘Education for All’ and in particular, the key role of teacher education and teacher educators therein.

The following sub-themes have been established to explore this general theme:

Theme 1. Initial teacher education for all: attracting, supporting and preparing a diverse student teacher population

Theme 2. Equality and access: Who is the education system really serving?

Theme 3. Theory, policy and practice in teacher education: Global and European perspectives on edu-

cation for all.

Keynote Speakers

Judith Warren Little is the Carol Liu Professor of Education Policy, emerita, at the Univer-sity of California, Berkeley. She received her PhD in sociology from the University of Colo-rado and worked as Senior Program Director at Far West Laboratory (now WestEd) be-fore joining the faculty at Berkeley. Her research focuses on teachers’ work and careers, the organizational and policy contexts of teaching, and teachers’ professional develop-ment. Her earliest work established how teachers’ professional relationships — the de-gree to which they worked together for the benefit of students — created conditions conducive to school success.

In subsequent research, she delved more fully into the nature of teachers’ professional community and its relationship to teacher learning and school reform. In recent years, she has also investigated national and international developments in the composition, quality, distribution, and preparation of the teacher workforce and has become involved in cross-field studies of education for the professions. In pursuing all of these interests,

Judith Warren Little Carol Liu Professor of Education Policy, Emerita, at the University of California, Berkeley

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she has attempted to balance attention to the daily life of schools with a broader view of the social, institutional, and policy environments in which the work of teaching resides. She has published widely in the areas of teachers’ work, school reform, and teacher poli-cy.

Professor Little joined the Berkeley faculty in 1987, and was appointed as Dean in 2010. She is an elected member of the National Academy of Education, a fellow of the Ameri-can Educational Research Association, and recipient of the Frank H. Klassen Award for leadership and scholarly contributions in teacher education from the International Coun-cil on Education for Teaching. She has served as an advisor to foundations, government agencies, professional associations, university programs, and local school districts in the U.S. and elsewhere.

Áine Hyland is Emeritus Professor of Education and former Vice-President of University College Cork, Ireland. She has been active in education circles in Ireland and internation-ally for over 50 years. She started her career as a civil servant in the Department of Edu-cation, and was a secondary school teacher in the 1970s. Since 1980, she has been involved in teacher education – in Carysfort College, University College Dublin and subsequently as Professor of Education and Head of the Education Department in University College Cork. She has been a member of various education boards and commissions and has published books and articles on various aspects of Irish education, including teacher education. In recent years, she has been involved in review-ing Teacher Education programmes for the Teaching Council of Ireland.

Áine Hyland Professor Emeritus of Education, University College Cork

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Ms. Gomendio works with the Director to support the Secretary-General’s strategic orien-

tations in the area of education and skills with the aim to help countries strengthen em-

ployability, social participation and inclusiveness and to build effective and efficient edu-

cational institutions to make reform happen. She ensures effective collaboration with oth-

er areas at the OECD dealing with common issues.

Ms. Gomendio was Secretary of State for Education, Vocational Training and Universities

at the Spanish Ministry of Education, Culture and Sports, from January 2012 to May 2015.

During this period of time the Spanish Government undertook an education reform.

Previously she enjoyed a productive career in academia. She worked at the Spanish Re-

search Council (CSIC) from 1991, where she became a Research Professor. In 1997 she

was appointed Director of the Natural History Museum, and from 2003 until 2004 served

as Vice-President for Organisation and Institutional Relations of the CSIC.

Ms. Gomendio, a Spanish national, holds a General Management Program degree from

the IESE Business School, a PhD in Behavioural Ecology from the University of Cambridge

(U.K.), and a BSc in Biology from the Complutense University of Madrid

Montserrat Gomendio Deputy Director of the Directorate for Education and Skills OECD

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Welcome to Limerick

Limerick is the capital of Ireland’s Mid-West region with an urban

and hinterland population of over 200,000 and is noted for its

shopping, its dining and entertainment, its historical significance,

as well as its contributions to the arts.

Conquered by the Vikings in the ninth century, this bustling mod-

ern city has a rich medieval past, which resounds around its ancient

streets.

Limerick has something to offer everybody thanks to its many cul-

tural, historical, architectural, sporting, shopping and business ac-

tivities. With almost 50 per cent of Limerick’s population under the

age of 30, it is a vibrant, living, cosmopolitan city.

https://www.limerick.ie/

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Fáilte go Coláiste Mhuire Gan Smál agus go

Luimneach.

Welcome to Mary Immaculate College and to

Limerick

Bem-vindo Benvenuto

Bienvenida Fàilte

Karşılama Merħba

Powitanie Tervetuloa

Välkommen Velkommen

Vitajte Welkom

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TEPE Conference Schedule 2017

Thursday, May 18 Friday, May 19 Saturday, May 20

17:00- 18:00 Registration & Refreshments

Venue: An tSlí

9:00 – 10:30 Parallel Session 1

Venue: 1A (T115), 1B (T116), 1C (T201), 1D (T206)

9:00- 10:30 Parallel Session 4

Venue: 4A (T115), 4B (T201), 4C (T115), 4D (T206), 4E (T207)

or IRMSS Keynote: Dr Tom Morton Birkbeck, University of London

Venue: T118

17:30 – 18:00 Conference Opening,

Venue: T116

10:30 – 11:00 Tea & Coffee Break

Venue: An tSlí

10:30 – 11:00 Tea & Coffee Break

Venue: An tSlí

18:00 – 19:30 Keynote: Judith Warren Little

Carol Liu Professor of Education Policy, Emerita, University of California,

Berkeley Venue: T116

11:00-12:30 Parallel Session 2

Venue: 2A (T201), 2B (T115), 2C (T116), 2D (T206)

11:00 – 12:30 Keynote: Ms. Montserrat Gomendio

Deputy Director of The Directorate for Education and Skills,

OECD Venue: T116

19:30 – 20:30 Welcome Reception

Venue: The Quad

12:30 – 13:00 Poster Presentations

Venue: An tSlí

12:30 – 13:00 Respondent Prof Brian Hudson

Venue: T116

13:00 – 14:00 Lunch in An Tailteann

TEPE board meeting, Venue: T105

12:30- 13:00 Conference Close

Venue: T116 13:00—13:30

Lunch An tSlí

14:00 – 15:30 Keynote: Prof Áine Hyland

Emeritus Professor of Education and former Vice-President of University College Cork

Venue: T118

13:30 – 18:30 Trip to the Cliffs of Moher

Venue: Outside An Tailteann or

15:30 – 16:30 IRMSS Keynote: Dr Karl Kitching

University College Cork Venue: T118 15:30 – 17:00

Parallel Session 3 Venue: 3A (T201), 3B (T115), 3C (T116), 3D

(T206) or

Short Film Showcase Venue: T207

17:00 – 17:30 Tea / Coffee Break

Venue: An tSlí

17:30 – 19:00 IRMSS Keynote: Prof Vivian Gadsden,

President of the American Educational Research Association

Venue: T118

19:30 – 20:00 Wine Reception and Book Launch

Venue: The Strand Hotel

20:00 – 23:00 Conference Dinner

Venue: The Strand Hotel

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This year the annual conference comes to Ireland and to Mary Immaculate

College, Limerick.

Founded in 1898, Mary Immaculate College (MIC) is the oldest third -level in-

stitution in Limerick City. With a student population of approximately 5000,

the College offers a wide range of programmes in Education and the Liberal

Arts at both undergraduate and post-graduate level and provides initial teach-

er education at bachelors and masters level for primary and secondary level

teachers as well as teachers working in further / adult education. It also offers

a bachelors programme in Early Childhood Care and Education and a broad

range of professional development programmes for teachers at masters level

in areas such a technology, early childhood studies, special education and ed-

ucational leadership and management. MIC Programmes are accredited by

the University of Limerick

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TEPE 2017 Programme

Thursday, May 18, 2017

17:00 – 18:00 Registration

17:30- 18:00 Conference Opening: Chair of TEPE Network Prof Joanna Madalińska-Michalak Local Organiser, Prof Teresa O’ Doherty

18.00—19.30 Keynote Lecture – Prof Judith Warren Little

Carol Liu Professor of Education Policy, Emerita, University of California, Berkley

The Challenge of 'Education for All': How is Teacher Education Positioned to

Meet it?

Chair: Prof Judith Harford T116

19.30—20.30 Welcome Reception

Friday, May 19, 2017

9.00—10.30 Parallel Session 1A T115 Theme 1: Initial Teacher Education for All Chair: Prof Judith Harford 1. Dr Elaine Keane and Dr Manuela Heinz, National University of Ireland Galway Evidence-based Policy Development and Research about Diversity in Initial Teacher Education in Ireland 2. Dr Ciarán Ó Mathúna and Steven Maguire, Marino Institute of Education How are Male Student Teachers perceived on Teaching Practice…Is there a Gender Issue? 3. Dr Suzanne O'Keeffe, Mary Immaculate College The Feminisation of Teaching: Connecting Male Teacher Voices to the Gender Debate in Education

Parallel Session 1B T116 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Dr Margaret Egan 1. Dr Anne McMorrough, Marino Institute of Education and Dr Conor Galvin, University College Dublin Re-constituting Teacher Education Policy in Contemporary Europe: Expertise, Processes and the Art of Institutional Persuasion 2. Dr Daniela Mercieca and Dr Duncan P. Mercieca, University of Malta Judgement and uncertainty in early years pedagogical research 3. Deirdre Smith, Ontario College of Teachers Fostering Ethical Professionality

Parallel Session 1C T201 Theme 2: Equality and Access Chair: Dr Aimie Brennan 1. Dr Fionnula Tynan, Mary Immaculate College Equality and Access: Challenging Assumptions about Learners with Disability 2. Prof Gert Van der Westhuizen, University of Johannesburg, Prof Catherine Odora Hoppers, University of South Africa and Dr Björn Åstrand, Karlstad University, Sweden Inclusive Education in Practice: An International Focus on Curriculum Change 3. Dr Órla Slattery, Mary Immaculate College Including Students with Intellectual Disability in Higher Education: Dismantling the Optics of Inclusion

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Parallel Session 1D T206 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Prof Brian Hudson 1. Dr Timothy Murphy, University of Limerick, Dr Cathal de Paor, Mary Immaculate College and Dr Michelle Attard Tonna, University of Malta Adopting an inclusive approach to teachers’ CPD needs: Responding to sectoral differences across primary and secondary levels in the Irish and Maltese educational contexts 2. Prof Jesús Manso, Universidad Autonoma de Madrid Why a competency framework for teachers in European Union? 3. Prof Anthony Finn, University of Glasgow An uncertain future: some implications of Brexit for Teaching and Teacher Professionalism in Europe 10:30 – 11:00 Coffee Break 11:00 – 12:30 Parallel Session 2A T201 Theme 1: Initial Teacher Education for All Chair: Dr Cathal de Paor 1. Prof Timo Saloviita, University of Jyväskylä, Finland Outcomes of Teacher Education: Subject Teachers Compared with Primary Teachers 2. Dr Anne O'Dwyer and Dr Miriam Hamilton, Mary Immaculate College Exploring and Deciphering the Diverse Needs of Pre-service Primary Science Teachers 3. Dr Zdenka Gadusova and Dr Lubica Predanocyova, Constantine Philosopher University, Nitra, Slovakia Planning of Teaching Activities - View of School Staff and Managers Parallel Session 2B T115 Theme 1: Initial Teacher Education for All Chair: Prof Marco Snoek 1. Maria Assunção Flores, Universidade do Minho, Portugal How Does Initial Teacher Education Support the Development of Teacher Identity? 2. Dr Fisun Bozkurt, Pamukkale University, Denizli, Turkey, Dr Anne Nevgi and Prof Hannele Niemi, University of Helsinki The Professional Teacher Competencies and Cultural Competencies of Finnish and Turkish Students 3. Dr Elizabeth Mathews, Dublin City University What’s the sign for ‘equality’? Deaf people accessing teacher education in Ireland Parallel Session 2C T116 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Dr Margaret Nohilly 1. Prof Judith Harford, University College Dublin and Prof Teresa O'Doherty, Mary Immaculate College Teacher Education Preparation: Investigating Historical Perspectives 2. Dr Francesca Caena, Italian Ministry of Education Teacher Education Policy: issues and Trends in the Italian Context vs a European/Global Discourse 3. Dr Finn Ó Murchú, Mary Immaculate College Team Teaching and Learning for All: Are Claims for a Victory Narrative Warranted Yet?

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11:00 – 12:30 Parallel Session 2D T206 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Neil Ó Conaill 1. Audrey Halpin, Dublin City University Preparing Teachers of All Children using Education For All and Inclusive Education Ideologies 2. Dr Slawomir Krzychala, University of Lower Silesia, Poland Ongoing Teachers Education by Expanding Learning in Project ‘Tutoring in Wroclaw Schools’ 3. Dr Brenda Ivers, National University of Ireland, Galway Further Education Pre-service Teacher: Factors which Influence Teacher Professional Identity Examined through Reflection 12:30 – 13:00 Poster Presentations An tSlí 1. Nina Kilbrink, Elisabet Olsson, Maria Petersson & Anita Ward., Karlstad University, Sweden. Transformation of Knowledge: From Researchers to Teachers in a Bridging Programme after Third-cycle Qualification 2. Dr Arleta Suwalska, University of Lodz, Poland Finland’s Fourth Way of Educational Change in Context of Teachers’ Professionalism 3. Dr Nilüfer Kuru and Prof Berrin Akman, Hacettepe University, Turkey. Examining the Science Process Skills of Pre-schoolers with Regards to Variable Effects of Teachers and Children 4. Hanna Ilola and Dr Paivi Karttunen, Tampere University of Applied Sciences, Finland Participatory Pedagogy as a Framework for Vocational Teacher Education in Tampere University of Applied Sciences (=TAMK) 13:00 – 14:00 Lunch An Tailteann TEPE Board meeting T111 14:00 – 15:30 Keynote Lecture – Prof Áine Hyland Professor Emeritus of Education, University College Cork Teacher Education Reform in Ireland: Policy and Process Chair: Prof Teresa O’Doherty T118 15.30—17.00 Short Film Showcase T105

Screening of three short films about life in Limerick created by students of Media and

Communication Studies, Mary Immaculate College

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Parallel Session 3A T201

Theme 1: Initial Teacher Education for All

Chair: Dr T.J. Ó Ceallaigh

1. Prof Piotr Zbróg and Joanna Piasta-Siechowicz, The Jan Kochanowski,

University (JKU), Kielce, Poland

The Model of Assessment in Dialogue as an Example of Creative Lessons Planning by

Teacher / of Gaining Ability by Students during Lessons

2. Molly Daly and Mary Roche, Mary Immaculate College

Learning to Co-teach with Learner Teachers: Reflection and Action for Inclusion in an

ITE Context

3. Dr Aoife Lynam and Prof Conor McGuckin, Hibernia College, Dublin

Bereavement and SPHE in the Classroom: How can Irish Educators Support

Grieving Pupils?

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Parallel Session 3B T115 Theme 1: Initial Teacher Education for All Chair: Prof Teresa O'Doherty 1. Prof Jens Rasmussen, Aarhus University, Denmark. Reform of Teacher Education and Teacher Educator Competences: A Survey Study 2. Dr Devon Goodwin and Dr Elaine Keane, National University of Ireland Galway Experiences of Working Class Applicants and Entrants to Initial Teacher Education in Ireland 3. Dr Lubica Predanocyova and Dr Zdenka Gadusova, Constantine Philosopher University, Nitra, Slovakia Competence of Planning Educational Process in Pre-Service Teacher Training Parallel Session 3C T116 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Prof Joanna Madalińska-Michalak 1. Alan Gorman and Prof Catherine Furlong, Dublin City University The Teacher I have to be: An Exploration into the Influence of Lay Theories; The Problem that won’t go away 2. Prof Michael Jopling, David Littlefair and Dr Irenie Lowry, Northumbria University Developing Teacher Education and Professional Learning in Partnership through an Era of Perpetual Change 3. Dr Margaret Nohilly and Dr Eilís O'Sullivan, Mary Immaculate College Students’ Interpretation of Leadership in Educational Contexts Parallel Session 3D T206 Theme 3: Theory, Policy and Practice in Teacher Education Chair: Dr Finn Ó Murchú 1. Dr Davide Parmigiani. University of Genoa, Italy New Secondary Teacher Education Program in Italy: Perspectives and Challenges 2. Deirdre Smith, Ontario College of Teachers Co-constructing a Collective Vision of Professional Learning for the Teaching Profession 3. Marijka Walsh, AMI, Dublin Institute of Technology All feelings are ok but not all behaviours, but how do we learn that?

OR Short Film Showcase T207 17:00 – 17:30 Coffee Break 17:30 – 19:00 IRMSS Keynote Lecture – Prof Vivian Gadsden President of The American Educational Research Association (AERA) T118 19:30 – 20:00 Wine Reception and Book Launch The Strand Hotel Prof Brian Hudson, Overcoming Fragmentation in Teacher Education Policy and Practice 20:00 – 23:00 TEPE Conference Dinner The Strand Hotel

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Saturday, May 20, 2017

9.00—10.30 Parallel Session 4A T115

Theme 1: Initial Teacher Education for All Chair: Dr Francesca Caena 1. Jane Meckbach and John Hellström, Swedish School of Sport and Health Sciences Recruiting Immigrant Students to the Initial PE Teacher Education at the Swedish School of Sport and Health Sciences

2. Prof Maria Assunção Flores, Universidade do Minho, Portugal Revisiting the Role of Practicum in Bridging the Gap between Theory and Practice in ITE

Parallel Session 4B T201 Theme 2: Equality and Access Chair: Patrick Burke 1. Prof Joanne Madalińska-Michalak, University of Warsaw Ethics in the System of Education in Poland: Issues for Teacher Education 2. Dr Margaret Egan and Dr Fionnuala Tynan, Mary Immaculate College Education for All: From Memories of Exclusion to a Vision of Inclusion

Parallel Session 4C T116

Theme 3: Theory, Policy and Practice in Teacher Education Chair: Dr Eilís O’Sullivan 1. Dr Brian Murphy, University College Cork Evolution in Initial Teacher Education in Literacy for Secondary School Teachers: An Irish Experience 2. Dr Fisun Bozkurt, Pamukkale University, Denizli, Turkey The Importance of Direct Experience: Bilateral Fieldwork in Human Geography 3. Dr Mia Treacy, Deputy Director of the Professional Development Service for Teachers, Ireland Restrictive Factors in Changing Mathematics Practice in One Case Study Primary School in Ireland

Parallel Session 4D T206

Theme 3: Theory, Policy and Practice in Teacher Education Chair: Anne O'Byrne 1. Prof Ana Luís, University of Coimbra, Portugal Professional Development through Teacher Research: Evidence from Secondary School Teachers in Portugal 2. Ruth Bourke, Mary Immaculate College Developing a Conceptual Framework for Case Study Analysis of Two Network of DEIS Schools 3. Prof Mary O’Sullivan, Dr Melissa Parker and Dr Deborah Tannehill, University of Limerick How National and Global Policies are impacting Physical Education Teacher Education

Parallel Session 4E T207

Theme 3: Theory, Policy and Practice in Teacher Education Chair: Prof Pavel Zgaga 1. Dr Timothy Murphy, Dr Patricia Mannix-McNamara and Mary Masterson, University of Limerick and Patrick Tally and Dr Elaine McLaughlin, St. Mary’s University College, Belfast Teachers’ Pedagogical Well-being: Responding to Educational Disadvantage 2. Prof Marco Snoek, Amsterdam University of Applied Sciences Bridging the Gap between Research and School Development within the Teacher Education Curriculum 3. Derbhile de Paor, Mary Immaculate College Stories from School. A Narrative Inquiry Exploring the Experiences of Teachers Supporting School- based Teacher Education

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10.30—11.00 Coffee Break 11.00—12.30 Keynote Lecture – Ms Montserrat Gomendio Deputy Director of the Directorate for Education & Skills, OECD Lessons from PISA on effective teaching practices Chair: Prof Joanna Madalińska-Michalak T116 Respondent: Prof Brian Hudson 12.30—13.00 Conference Close 13.00—13.30 Lunch 13.30—18.30 Optional Trip to Cliffs of Moher Venue: Bus leaves from outside An Tailteann

9.00—10.00 IRMSS Keynote Lecture—Dr Tom Morton T118 Birkbeck, University of London Content and Language Integration in Multilingual Education as a ‘Wicked Problem’: Towards a Transdisciplinary Approach

15.30—16.30 IRMSS Keynote Lecture—Dr Karl Kitching T118

School of Education, University College Cork

What can Research on Education Injustice Represent? What does it do?

Guidelines for Session Chairpersons

Introduction:

It is recommended that, during the break before the session, presenters and chairpersons meet in the as-signed room to introduce themselves.

The chairperson introduces the session and the individual presenters; this may include affiliations, country, or main research interests.

Introductions should last no longer than one minute for each presenter.

Session structure and timekeeping:

Twenty minutes is allowed for each paper, with a further ten minutes for questions and answers.

The chairperson is responsible for ensuring that presenters adhere to these time limits.

Chairpersons will notify the presenter(s) with a YELLOW CARD when five minutes remain and a RED CARD when time is up.

Please follow the order in the programme. If a presenter fails to show up, please keep to the original timeslots as delegates use the programme to plan their attendance at different sessions.

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Abstracts Parallel Session 1A Theme 1: Initial Teacher Education for All Paper 1 Dr Elaine Keane and Dr Manuela Heinz, National University of Ireland Galway Evidence-based Policy Development and Research about Diversity in Initial Teacher Education in Ireland Diversifying Ireland’s relatively homogeneous teaching population has been a policy concern in Ireland for over a decade and became an increasingly important focus following the rapid transformation of Irish society and schooling following the high levels of inward migration during the Celtic Tiger years. In this paper, drawing on data from the Irish Research Council-funded Diversity in Initial Teacher Education (DITE) national research project, we examine the 2014 state-funded national ITE applicant and entrant cohort in relation to their nationality/ies and ethnicity/ies. The overwhelming majority of respondents claimed Irish only nationality and were of White Irish ethnicity. Respondents’ constructions of their ethnicity privileged na-tionality and skin colour. The significant over-representation of White Irish ethnic groups in Irish ITE in our findings relative to both the general Irish and general higher education populations is an important factor in discussions about the devel-opment of what is said to be evidence-based policy in widening participation in ITE. In this context, we critical-ly examine the Irish Government s Programme for Access to Higher Education (PATH) initiative (2016) aimed at the recruitment into ITE of those target groups identified in the 2015-2019 National Access Plan, from which minority ethnic groups (other than Travellers) are omitted. We raise questions about the appropriate-ness of the application of national HE target groups in an ITE context and about what this policy absence may reveal, including a consideration of those factors which may constrain commitment to evidence-based policy development and enaction. Paper 2 Dr Ciarán Ó Mathúna and Steven Maguire, Marino Institute of Education How are Male Student Teachers perceived on Teaching Practice…Is there a Gender Issue? This research addresses if there is an issue regarding the percentage differences between the number of males and females entering the primary school. This study is motivated by two main research questions: (1) How do male student teachers think they are perceived while working in infant classrooms and (2) How do these perceptions impact on their teaching in this area? By examining how the male teachers think they are perceived, an insight is gained into the actual societal pressures they feel are exerted upon them. Previous research indicates the intrinsic link between males’ sex and gender and has shown the impact gender roles have on subjects’ behaviour. The theory of hegemonic masculinity and the way in which this plays out in soci-ety is central to understanding why males avoid the primary school. This research directly examines the socie-tal expectations the male teachers perceive while working in the infant classes allowing us an insight into the factors affecting their behaviour. By conducting ten semi-structured interviews with male postgraduate stu-dents in an Irish college of education, the role and perceptions of the male teacher in the infant classes in the primary school was explored. The findings from the research suggest that male teachers are perceived as valu-able; however, they also carry with them a perceived risk or threat with children which impacts on their ability to fulfil their role and their desire to teach in the infant classroom. Paper 3 Dr Suzanne O’Keeffe, Mary Immaculate College The Feminisation of Teaching: Connecting Male Teacher Voices to the Gender Debate in Education The history of men has taught us that there has only been one form of man: dominant and powerful. The role of a man in society was once clear, coherent, and secure. Today, being a man has become more complex and confusing. Considerable international research on gender engages with masculinities, masculinities in schools and men in non-traditional occupations. Yet, we know little about the everyday realities of male teachers in contemporary Irish schools. As the number of female entrants to teacher education colleges continues to rise against a static number of male entrants, there is a cause for concern regarding the under-representation of

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men in primary schools. Furthermore, this gender trend comes at a time when the needs and interests of pupils have never been more diverse and challenging. Mindful of the changes that have taken place in Irish society in recent years, especially with regard to a more diverse pupil population, the lack of diversity within the teaching population must be considered in relation to male primary teachers. This presentation details a four-year study of eleven male Irish primary teachers and evaluates the relationship between men, care and work. Inspired by feminism and poststructuralism, the research design consists of three interconnected yet distinct phases of inter-views. This presentation will be of particular interest to those educationalists interested in promoting gender equality in schools, as well as all those interested in bringing fresh evaluations of key gender issues to the debate on education and feminisation.

Parallel Session 1B Theme 3: Theory, Policy and Practice in Teacher Education

Paper 1 Dr Anne McMorrough, Marino Institute of Education and Dr Conor Galvin, University College Dublin Re-constituting Teacher Education Policy in Contemporary Europe: Expertise, Processes and the Art of Institutional Persuasion

In a more global-conscious world, it is held that ‘knowledge’ is being re-worked to advance Europe s economic and social priorities (Robertson, 2007; Young, 2009). The ‘meaning of knowledge’ is being re-constituted through education (Young, 2009). Under the Principle of Subsidiarity however, the EU has no treaty-based competence when it comes to education policy (Alexiadou, 2014). Instead, it persuades policy work across Member State sites by using a variety of institutional arrangements, processes and the expertise of multiple actors (Alexiadou, 2014; Krzyzanowski, 2011; Lange & Alexiadou, 2010; Lawn & Grek, 2012). As a result, it is argued that the European and local education landscape has become a troubled site of contestation, flux and reform (Apple, 2009; Ball, 2003, 2013; Galvin, 2009, 2015; Mulgan, 2003). Studying these Europeanising effects therefore, has become ‘a necessary but complex task’ (Lawn & Grek, 2012).

The proposed paper has its origins in doctoral research conducted at UCD School of Education on teacher educa-tion policy formation and governance at the European level. The study explores and analyses the rhetorical ques-tion of what counts as ‘knowledge’ in the construction of teacher education policy discourses at a European and national level (Ireland), and in relation to the realities which dominate both at a broader public policy level. By drawing upon data collected from in-depth interviews with education policy elites and documentary analysis, the research questions forensically explore and analyse how teacher education policy is seeded, shaped and chan-nelled across European and Irish sites/levels. This paper proposes to offer interesting insights into the interoper-ability of doing education policy work where tensions are emerging around identity and agency in a policy space that increasingly seeks quick results.

Paper 2 Dr Daniela Mercieca and Dr Duncan P. Mercieca, University of Malta Judgement and Uncertainty in Early Years’ Pedagogical Research

In recent years efforts have been made to find ways of listening to young children’s voices in early years’ educational contexts. This listening often helps us to see how children make sense of their learning experiences and contexts, and we can adapt our planning and being with young children accordingly. The mosaic approach is one of the recent research methods developed that offer an attitude towards research in early years that puts openness to a variety of children’s voices as the primary focus. It purposely leaves unanswered the question what kind of data is going to be collected at the start of the research, so that researchers, through their following and being with children, have to decide what the data is in the course of a research project. This paper wants to focus on the process of decision-making and judgements that researchers following the mosaic approach under-take. These decisions and judgements are seen within the virtue phronesis (translated as practical judgements), as articulated by Aristotle. This paper aims to acknowledge practical judgements as a fundamental part of re-searching early years’ pedagogy.

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Paper 3 Deirdre Smith, Ontario College of Teachers Fostering Ethical Professionality

A collective vision of ethical professionalism is the foundational core of professional practice for 240,000 mem-bers of the teaching profession in Ontario, Canada. This shared vision of ethical professionality is explicitly fos-tered throughout initial teacher education programs, continuing teacher education, ongoing professional learn-ing opportunities and within professional practice in the province. The ethical professional is deeply committed to advancing and advocating for an education for all learners guided by the principles of equity, justice, respect, inclusion, emancipation and the democratization of voice. This ethical mission is inherent within the practice of teaching and requires educators to engage in ongoing formation in the area of ethics in order to individually and collective achieve this complex and essential task. Educative processes such as narrative-based professional learning, ethical inquiry processes, artistic representations and digital media have been employed to privilege the lived ethical experiences of educators and used for building ethical capacity of the collective teaching pro-fession in Ontario. Parallel Session 1C Theme 2: Equality and Access Paper 1 Dr Fionnula Tynan, Mary Immaculate College Equality and Access: Challenging Assumptions about Learners with Disability Educational inclusion is a complex, challenging concept with a constantly evolving definition centred on equality and access. Irish education policy articulates clear guidelines on equality and access for pupils with learning disabilities, yet practice frequently differs. One aspect of Ireland s education policy that is rarely discussed is exemptions from the learning of Irish. The Irish language is a compulsory subject for learners in primary and post-primary schools. Learners with certain disabilities or special educational needs (SEN) can be exempted from Irish if they fulfil certain criteria. In practice this has meant that special classes and special schools rarely offer Irish as part of the curriculum. This raises issues central to the inclusion debate: there is an assumption of homogeneity in a disability group, there are low expectations of an ability to learn another language and there is an insinuation that students with SEN neither need nor would benefit from the learning of Irish. This paper presents findings from research done on the educational inclusion of learners with Williams syndrome, a rare neurodevelopment condition that results in an intellectual disability but a capacity for language learning. The findings challenge the common practice of learners with an intellectual disability being unable to access Irish as a subject if they attend a special school and the all-too-common practice of them being granted an exemption from Irish in mainstream schools on the basis of an intellectual disability. The paper concludes that this is an equality issue and proposes strategies for redressing this inequality and promoting access. Paper 2 Prof Gert Van der Westhuizen, University of Johannesburg, Prof Catherine Odora Hoppers, University of South Africa and Dr Björn Åstrand, Karlstad University, Sweden Inclusive Education in Practice: An International Focus on Curriculum Change At the heart of education and schooling for all in society is the extent to which inclusivity is conceptualized and translated into policies and practices. The focus of this paper is on the global imperative of education for all: education needs to be inclusive, authentic and responsive to all communities in society, beyond the limitations of historic socio-cultural and political dominance. We argue that for Inclusive education to work in the curriculum, there has to be a renegotiation of space and relationships IN PRACTICE. Deep historical wounds will not be healed by simply putting children into one space, or training teachers to recite in their numbers, or inviting people to come together to engage in dialogue to solve problems. Relationships must be renegotiated. Renegotiation requires trying to understanding each other at a level we call ‘metaphysical.’ The metaphysics of a culture is at once its way of making sense of the world, and its rationalization of its basic cultural structures. In this paper we use the authentic framework of cognitive justice to review notions of curriculum changes in policies and practices in Sweden and South Africa. We develop an international perspective aimed at rethinking inclusivity and education for all which has clear implications for teacher education policies and practices.

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Paper 3 Dr Órla Slattery, Mary Immaculate College Including Students with Intellectual Disability in Higher Education: Dismantling the Optics of Inclusion The recognition that people with intellectual disabilities have a fundamental human right to further their educa-tional goals has given rise to significant changes within the landscape of higher education in recent years. A wide range of programmes have emerged which allow access to post-secondary education for people with intellectual disabilities, both nationally and internationally. Many researchers have examined the benefits of including adults with intellectual disabilities within higher education and have highlighted the attainment of social outcomes, as well as the potential for attitudinal change which their presence in these settings occasions within the wider teaching and learning community. We will seek to show that these emergent themes point to a significant omis-sion, which is the academic achievement of learners with intellectual disability in higher education. One of our main aims is to create a forum for dialogue among educators, researchers and policy makers, which examines the implications of this tendency and asks what this indicates about the expectations which we have for this group of learners. We will seek to expose and examine the optics of inclusion, which involves the limitation of expectations for adults with intellectual disabilities in higher education to social and/or participatory outcomes. We will argue that it is only when we work to dismantle to optics of inclusion, by having a genuine expectation for the academic attainment and capacity of adult learners with intellectual disabilities, that we truly embrace the social model of inclusion and inculcate a culture of shared responsibility and partnership. Parallel Session 1D Theme 3: Theory, Policy and Practice in Teacher Education Paper 1 Dr Timothy Murphy, University of Limerick; Dr Cathal de Paor, Mary Immaculate College and Dr Michelle Attard Tonna, University of Malta Teachers’ Pedagogical Well-being: Responding to Educational Disadvantage This project was made possible with funding from The Standing Conference on Teacher Education, North and South (SCoTENS). It involved a collaboration between the School of Education, University of Limerick, and St. Mary s University College, Belfast. It focuses specifically on teacher well-being, as conceptualized by O Ruairc (2015: 15) who advocated that in a nutshell, well-being is about caring for professionals, to sustain caring by pro-fessionals. The OECD (2009) recognizes that teachers’ beliefs, practices and attitudes are important for under-standing and improving educational processes. These attributes are closely linked to teachers’ strategies for coping with the challenges in their daily professional life and to their general well-being, and they shape stu-dents’ learning environment and influence students motivation and achievement. This project explores the con-cept of pedagogical well-being as developed by Soini, Pyhalto and Pietarinen (2010: 737) which they specify as a sense of autonomy, relatedness, competence, and belonging or a lack of these elements generated for teachers and pupils in the everyday interactions of school. They further contend that pedagogical well-being is construct-ed in the core processes of teachers’ work that is, carrying out and developing teaching-learning process, includ-ing for example planning classroom activities, interacting with pupils, making evaluations, and choosing and de-veloping instructional tools (Ibid.) It is intended that the framing research question will examine what does good pedagogical well-being look like in practice, in other words, how do teachers conceptualize their own pedagogi-cal well-being and might it be optimally sustained, nurtured and developed? Paper 2 Prof Jesús Manso, Universidad Autonoma de Madrid Why a competency framework for teachers in European Union? International institutions have warned of the need for caring about teacher quality in order to improve educa-tional systems, prioritising an already hot topic in the academic and scientific literature. In many cases, their ini-tial motivation is justified, as teaching performance and achievement have generally been the key levers to reach the desired quality, and more specifically, the fundamental variable of students’ academic learning pro-cess and success. The fact of placing teachers as the determining element of quality in any educational system has resulted in the revision of its key defining characteristics; that is, their profile, considered as a set of the competences needed to carry out their professional activity according to value-based criteria and quality param-eters. Referring to a teaching profile is, therefore, to conceive cognitive, skills and attitudinal elements defining teachers as professionals, or, in other words, a reference framework that gathers all their professional compe-

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tences. The characteristics a teacher must have and the development of competency frameworks have been described by European institutions as a key priority in the reform of every educational system to be undertaken. Despite the evidence of the growing importance of teachers and the advance in the study of competency frame-works for teachers in the European policy, the documental analysis carried out invites us to consider the need to move from discourse to practice. In this sense, it is urgent to establish the necessary mechanisms to design a competency profile for teachers which help the development of competences along the professional career, as it is considered in the European Union educational policy.

Paper 3 Prof Anthony Finn, University of Glasgow An uncertain future: some implications of Brexit for Teaching and Teacher Professionalism in Europe This session will consider some of the educational issues which might arise from Brexit. It will review current uncertainties in UK jurisdictions and their potential implications for the UK and the EU; it will consider barriers to current and potential future arrangements for teacher education, exploring possible ways to ensure mutual reciprocity for teachers in European states post-Brexit. In particular, it will consider how the work of teacher professional regulatory bodies might help to mitigate any issues which could impede the future movement of staff and the recognition of qualifications for teaching across Europe.

Finally, this session will remind participants that there is generally a more secure and consistent understanding of professional standards and expectations in so-called higher status ‘professions’. This is built on high levels of qualification, a clear dependence on research to develop and maintain good practice and agreed protocols around the accountability of practice. Should this not also be the case in teaching?

Parallel Session 2A Theme 1: Initial Teacher Education for All

Paper 1. Prof Timo Saloviita. University of Jyväskylä, Finland Outcomes of Teacher Education: Subject Teachers Compared with Primary Teachers Exit survey performed for graduating students is an economic way to assess outcomes of teacher education. In this study exit survey data was collected from eight cohorts of Finnish teacher students who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A ten-item scale based on INTASC standards of teacher competency was used to measure the satisfaction of graduates to-ward the knowledge and experience they had attained. This paper concentrates especially on the results of sub-ject teachers and comparisons between the two teacher categories. The profiles of the participants across do-mains were compared. Factor analysis was also performed on the scale and results compared between subject teachers and primary teachers. Subject teachers were also compared with each other across their major sub-ject. Needs for the development of teacher education are discussed on the basis of the results obtained. Paper 2. Dr Anne O’Dwyer and Dr Miriam Hamilton, Mary Immaculate College Exploring and Deciphering the Diverse Needs of Pre-service Primary Science Teachers

This paper explores B.Ed. students’ experiences and attitudes of learning to teach primary science. The data was gathered from 170 participants prior to and following their final undergraduate science pedagogy module. Qual-itative data was gathered via group reflections and open ended questions to gain insights into students’ experi-ences of science teaching. The data was subsequently analysed inductively to identify three key themes for dis-cussion in this paper. Two phases of data collection were implemented; prior to commencement of, and follow-ing the final science pedagogy module. The researchers aimed to address some of the challenges in teaching science, cited by participants. Findings indicate that deciphering the needs of a diverse, differentiated group with different prior experiences of science education is challenging, although some common themes did emerge. These included a scepticism of inquiry based learning, low confidence in teaching science and a dispari-ty within students’ prior science knowledge. In order to attract, support and adequately prepare a diverse stu-dent teacher population, there are broader issues worthy of consideration. To address the students’ difficulties in transitioning to constructivist learning approaches in teacher education, the lecturer must be in a position to adequate prepare and reflect on their own practice. This time and space could be invaluable in facilitating and supporting the pre-service teachers’ transition to becoming an effective practitioner.

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Paper 3. Dr Zdenka Gadusova and Dr Lubica Predanocyova, Constantine Philosopher University, Nitra, Slovakia Planning of Teaching Activities - View of School Staff and Managers Planning of teaching activities is one of the key teacher's competences. Well planned school curriculum, pro-gramme and lessons are the first condition of the good quality of teaching as well as learning outcomes. The competence is, however, not easy to develop and improve. It needs certain theoretical knowledge about the issue and also practical experiences of teachers. But even that is not enough. Much depends on teacher's per-sonality and their inner drive. Setting the goals - short-term or long-term ones, is the starting point of planning. It has to match school curricu-lum and requirements of society on education. The ways how the goals will be achieved and how their achieve-ment will be checked is, then, the following phase of planning which is quite often neglected by school authori-ties. The research which was carried out on national level by the research team from Constantine the Philosopher University in Nitra (Slovakia) in the second half of the year 2015 showed that planning of teaching is much more the concern of teachers than their school managers. A majority of teachers write lesson plans for their lessons, though their superiors do not require them to do so and do not check them. The research showed that school managers are focused more on results (achievements of learners) than on the process of their acquisition. Such situation results in the decrease of teachers' interest to improve their planning skills and competences, and sub-sequently in the decrease of quality of teaching. Parallel Session 2B Theme 1: Initial Teacher Education for All Paper 1. Maria Assunção Flores, Universidade do Minho, Portugal How Does Initial Teacher Education Support the Development of Teacher Identity? This paper presents data from a broader piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifaceted process and initial teacher education as a key context for its development. This paper addresses the following research questions: How do student teachers look at their learning in ITE? How do they look back on their experiences as students? What kinds of activities and experiences in ITE context influence their journey to become teachers? Student teachers enrolled in ITE were invited to participate in the project and 20 volunteered. All of them were enrolled in a Master degree in Teaching in their first year first semester of the programme. Data were collected through written narratives. Findings suggest that the opportunities for making student teachers’ beliefs more explicit and for revisiting their own experiences as students as well as to discuss their role by clarifying their sense of purpose for being a teacher were of paramount importance. The idealistic view of being a teacher clashed with the reality of unemployment, the lack of valorisation of the teaching profession and all recent policy initiatives implemented over the last few years under the austerity measures. But if the dark reality and the lack of professional prospects were acknowledged by the participants, they also stressed their sense of vocation and the personal and clear choice of being a teacher. These and other issues will be discussed in the paper. Paper 2. Dr Fisun Bozkurt, Pamukkale University, Denizli, Turkey, Dr Anne Nevgi and Prof Hannele Niemi, University of Helsinki The Professional Teacher Competencies and Cultural Competencies of Finnish and Turkish Students The aim of the paper is to identify how Finnish and Turkish student teachers perceive their competence to inter-act with students from different cultural backgrounds. The present study was conducted on two State Universi-ties in Turkey and Finland in order to determine Finnish and Turkish student teachers’ (N = 728) perceptions about cultural competence. The data for the study were gathered by a survey with the electronic questionnaire. The electronic questionnaire consisted of questions focusing on student teachers’ demographic background, the cultural competencies instrument (20 items), and professional teacher competence instrument (40 items). The data were analysed by explorative factor analyses using Principal Axis extraction with Varimax and Promax rota-

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tions. The relationship among professional competencies and cultural competencies were examined by calcu-lating Pearson’s Correlation Coefficient. The five professional teacher competencies were identified: (1) Ethical commitment to the teaching profession; (2) Teacher’s tasks outside the classroom– cooperation with others; (3) Designing and managing own instruction; (4) Readiness for multicultural and media, education; (5) Readiness for teacher professional development and (6) Developing teaching based on own educational philosophy. The find-ings of the study discovered that all the teacher’s professional competencies correlated positively with cultural competencies. The highest correlation was between Readiness for multicultural and media education and Knowledge of other cultures (r = .44). The findings provide evidence that both the Finnish and Turkish student teachers have mediocre or good cultural competencies to interact and teach pupils from different cultural back-grounds. Paper 3. Dr Elizabeth Mathews, Dublin City University What’s the Sign for Equality? Deaf People accessing Teacher Education in Ireland Deaf people still face significant hard and soft barriers to becoming primary school teachers in Ireland. Most sig-nificantly, their entry to teacher education at primary level is blocked owing to the requirement for Irish/Gaeilge, a subject that many deaf school pupils are exempt from. As a result, deaf children rarely encounter deaf teachers through their education. This produces a cycle whereby deaf children lack both language and social role models in the education system, and subsequently barriers are reproduced preventing potential access to teacher edu-cation. In this paper, I interrogate the policies governing teacher education in the Republic of Ireland and the persistent inequalities of access for people who are deaf. I will situate this discussion in the framework of the development of the deaf child. In the context of both child language acquisition and social and emotional devel-opment, I outline the repercussions that the lack of deaf teachers has on the deaf education system. In response, I outline a project currently under development to address these difficulties, thus presenting an alternative fu-ture where deaf students are provided an avenue into teacher education in the Republic of Ireland. The work needed to attract and support potential students is discussed and the potential benefits of such a programme, as well as its limitations, are listed. Parallel Session 2C Theme 3: Theory, Policy and Practice in Teacher Education

Paper 1. Prof Judith Harford, University College Dublin and Prof Teresa O’Doherty, Mary Immaculate College Teacher Education Preparation: Investigating Historical Perspectives The history of teacher preparation in Ireland, as reflected internationally, is a neglected area of research. Despite the existence of several key international educational associations and organisations, as well as journals on both history of education and teacher education, there is a paucity of scholarship which examines teacher preparation from a historical perspective (Crook, 2012; O’ Donoghue, Harford and O’ Doherty, 2017). This obtains, despite the fact that teacher preparation is currently one of the most pressing and topical issues in the field of educa-tional research. In some countries, teacher preparation is seen as a vital tool in the building of the nation eco-nomically infrastructures, with policy in this area driven by international education ‘league tables’ developed from national results in PISA and TIMMS tests. This paper is offered as one contribution towards mapping out this important research agenda. While its focus is on Ireland, it locates the discussion and analysis within a broader European framework. Organised in three sections, it examines the historical development of teacher preparation from the perspectives of access, structure and process. Ultimately the paper provides a comprehensive overview on teacher preparation in Ireland by avoiding presentism, namely, that process which ignores continuities, discontinuities, and ruptures with the past. By doing so, rich connections to inform discus-sions about possible future directions, will be made between the past, the present, and ‘possible futures’. Paper 2. Dr Francesca Caena, Italian Ministry of Education Teacher Education Policy: Issues and Trends in the Italian Context vs a European/Global Discourse The paper aims at outlining main issues and trends in teacher (and teacher education) policy in Italy, following the 2016 overhauling framework reform strategy La Buona Scuola. It aims to view such national education re-form changes as 'translations' of European (and global) trends and discourse; as such, it traces key convergencies and distinctive traits - with a focus on latest developments (the teacher education reform draft law issued in

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January 2017, and related debate). In particular, it endeavours to trace the relevance of policy reform aspects targeting equity and inclusion issues directly (eg. special needs, multilingualism, intercultural education) as well as more broadly, through policy action for teacher quality and continuous professional development. Finally, it also probes context-specific policy implementation issues, considering governance features as well as systemic and political aspects of the Italian setting, to highlight obstacles, constraints and opportunities. Paper 3. Dr Finn Ó Murchú, Mary Immaculate College Team Teaching and Learning for All: Are Claims for a Victory Narrative Warranted, Yet? Team teaching is not a new concept but is increasingly being recognized as having the potential to attend to a multiplicity of goals. The paper is written with a focus on the iterations of team teaching from its initial use in the context of responding to teaching large classes, through its deployment in the context of inclusive education, and in more recent times its association with teacher professional development, including initial teacher educa-tion. The paper will reference both national and international policy developments in the context of team teach-ing and the assigned roles it is deemed to play in advancing a range of established and emerging policy impera-tives. Parallel Session 2D Theme 3: Theory, Policy and Practice in Teacher Education Paper 1. Audrey Halpin, Dublin City University Preparing Teachers of All Children using Education For All and Inclusive Education Ideologies Equitable education for everybody has been a stated Policy aspiration internationally and nationally (Ireland) for decades. Theories of inclusivity and diversity in education along with theoretical foundations of pedagogy and of (social) justice have gained a degree of recognition at curriculum and delivery levels signalling that education suitable for every child is indicated for all schools. Research shows that quality education for diverse populations is possible, effective and compatible with high attainment. Nevertheless there remains considerable doubt and deliberation over the feasibility and appropriateness of inclusive education for all students. There is enduring credence, despite evidence to the contrary, that education of some pupils is substantively different to education of the majority and that its provision is something additional that can only be the preserve of few teachers. This equivocation has remained surprisingly ubiquitous at policy and practice levels considering there is much corrob-orating evidence that inclusive education is an achieveable, critical aspect of just, equal societies. Teacher atti-tudes and efficacy beliefs, as well as experiences of diverse groups in varied settings, are known to be important features of teachers who apply theoretical and practical knowledge to create inclusive classrooms/schools. If teacher education seeks to equip all teachers for fulfilling their role in realising fair education for everyone it seems imperative that initial teacher education be research-responsive by providing for the development of atti-tudes, beliefs and pedagogical practices conducive to effective inclusivity. An initial teacher education pro-gramme (primary) emphasising development of these attitudinal, efficacious and experiential capacities will be outlined. Paper 2. Dr Slawomir Krzychala, University of Lower Silesia, Poland Ongoing Teachers Education by Expanding Learning in Project ‘Tutoring in Wroclaw Schools’ The key objective of the paper is to reconstruct how the teachers have used an innovative project ‘Tutoring in Wroclaw Schools’ to professional development. The project has been introduced in about 30 secondary schools in Wroclaw (Poland) since 2009. The purpose of tutoring is to build teacher-student partnerships in order to sup-port the holistic development of the student, not only subordinated to educational achievements (education for all). The project was innovative, so teachers have been supposed to work out and try out new ways of working with groups and individual students of varying potential and interests. In the paper, the attention will be paid not only to organisational arrangements, but also the analysis process of teachers’ learning. Teacher activity can be seen as a community of extended learning. Our team conducted research in 12 schools in 2015 and 2016. Using triangulation of different qualitative data, we can observe the professional development of organisational, collective and individual levels. Comparison of the teachers' learning community in research schools allows us to identify that not every teacher’s activity for

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innovation contributes to professional development. The decisive factor is whether a teacher's learning is in-cluded in the core sociocultural pattern of orientation outlining activities at school. We have distinguished four types of teachers' ongoing learning. In the paper, there will be examples of two ongoing teachers learning com-munity, using similar organisational solutions, but achieving different effects on professional development. Paper 3. Dr Brenda Ivers, National University of Ireland Galway Further Education Pre-service Teacher: Factors which Influence Teacher Professional Identity Examined through Reflection This research aims to examine which factors influence teacher professional identity of the further education pre-service teacher: the factors which influence teacher professional identity are investigated through the reflective practice process. A mainly qualitative approach was used in this research design. Analysis of the data suggests that the following factors influence these pre-service teachers’ professional identify: prior learning experiences; personal characteristics; prior experiences and beliefs; professional contexts and colleagues and knowledge, skills and attitudes. Recommendations include the need for ITE programmes to make pre-service teachers aware of the factors which impact and mould their ongoing teacher professional identity. Additionally, a recom-mendation is that teachers need to examine the impact of these combined elements on their professional iden-tity but consequently their professional practice. Extending this idea is the suggestion is that the impact is a two way process which therefore suggests that teachers’ professional practice influences their professional teacher identity. As teacher professional identity is an continually evolving, the recommendation is that ITE pro-grammes should equip pre-service teachers to prepare for this ongoing development in their future careers by embedding critical examination and reflection of their teacher professional identity on the programme and be-yond, through engagement in continuous professional development. Parallel Session 3A Theme 1: Initial Teacher Education for All Paper 1. Prof Piotr Zbróg and Joanna Piasta-Siechowicz, The Jan Kochanowski University (JKU), Kielce, Poland The Model of Assessment in Dialogue as an Example of Creative Lessons Planning by Teacher / of Gaining Ability by Students during Lessons ‘Assessment in Dialogue’ (AID) is a model of Piotr Zbróg and Joanna Piasta-Siechowicz addressed to the partici-pants of general education: students-teachers-parents. AID reconciles contradictory tendencies of the philoso-phy and praxis of student evaluation: the pursuit of objectivity of the former and the need of individualisation of the latter. It aspires to combine the objectivity of requirements and evaluation criteria with the need of individu-alisation. It is also well suited to help teachers in systematic planning of their work. It is based on the theory of communicative action of Jürgen Habermas, the theory of multiple intelligences and the idea of five minds for the future of Howard Gardner. It is grounded in the official documents of the Ministry of National Education, European Council recommendations and conclusions from ten years of constant evaluation of the psycho-didactic process in school as well as the functioning of evaluation system in Poland. It is a proposal of a model of learning-teaching and evaluation that is: universal (uniform to every kind of education) supporting (secret to the third parties, it assumes a dialogue between teacher, student and his/her par-

ents about the progress achieved by a child, about child’s interests, his/her strong and weak points) individualising (enables learning in one’s own pace, takes into consideration extracurricular student’s ac-

tivities and his/her interests) objective (does not differentiate requirements, but assumes differentiation of difficulty levels and form of

tasks) teleological (students, parents and teachers are equally involved in achieving the main goal – develop-

ment of a child) ‘Assessment in Dialogue’ refers to the trisubjectivity (student-parent-teacher) in the planning and organisation of student’s activities and, as a result, in informing about his/her achievements during a lesson. Implemented in a primary school since 2012 is popularised at conferences of principals and teachers in Poland, workshops for teachers, publications in methodical journal Język Polski w Szkole IV-VI [Polish Language in School IV-VI] and a book of articles Jak budować dobrą szkołę? Potencjał i bariery ewaluacji w oświacie [How to create a good school? Potential and barriers of evaluation in education] (ed. G. Mazurkiewicz, WUJ, 2015, pp. 267-282).

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Paper 2. Molly Daly and Mary Roche, Mary Immaculate College Learning to Co-teach with Learner Teachers: Reflection and Action for Inclusion in an ITE Context This paper discusses a four year study focusing on a particular module within the Education Component of one cohort of students over a four year period in what was then St Patrick’s College Thurles where students were prepared for teaching in post-primary settings. Using a self-study action research approach we examine how we, as lecturers in different disciplines within Foundation Education subjects, were presented with a dilemma that led us, initially, to redesigning the teaching aspect of the module involved. Grounded in values of equity, justice and inclusion, our teaching approach became centred on a collaborative model of co-teaching and co-learning. The Year One Foundations module began in September 2011 and was intended to provide students with a foun-dation in the Philosophy, Psychology and Sociology of education. These components had previously been taught as separate modules over the course of four years. During programmatic revision it was decided that they would be incorporated as a first year module. This meant that we would be providing tutorials on subjects in which we felt less than proficient. The acknowledgement of our lack of proficiency in these subject areas raised issues for us around professional integrity regarding our teaching and student understanding. Our account is not a victory narrative. We had our share of unexpected experiences. Our research concentrates on how our investigation into our practice in relation to co-teaching and collaborative learning through a Problem Based Learning model result-ed in deep learning for ourselves and for our students. Paper 3. Dr Aoife Lynam and Prof Conor Mc Guckin, Hibernia College, Dublin Bereavement and SPHE in the Classroom: How can Irish Educators Support Grieving Pupils? The rationale for the research programme explores how prepared educators feel in effectively supporting stu-dents who have experienced a significant human bereavement through death and the training and subsequent pedagogical methodologies that would be of benefit to schools and educators. A four-phase model was designed in a mixed-methodological approach. These studies included: (i) Study One: BASE Questionnaire; (ii) Study Two: Interviews with Organisations and Stakeholders; (iii) Study Three: Retrospec-tive Interviews; and (iv) Study Four: Focus Groups with PS and PPS. This presentation mentions these studies but focuses mainly on the findings of study three – the retrospective interviews. In supporting pupils, findings suggest that they require: (a) acknowledgement of the death; (b) individual support from a member of staff; (c) choice (in terms of the support provided to them); (d) a “check-in” from a member of staff; and (e) access to support services, if required. Acknowledging this research raises the issue of potential barriers to education. More research is needed to as-sess the best way to support students in order to provide consistent training for teachers and appropriate sup-port for students. Parallel Session 3B Theme 1: Initial Teacher Education for All Paper 1. Prof Jens Rasmussen, Aarhus University, Denmark Reform of Teacher Education and Teacher Educator Competences: A Survey Study Despite it is well known that teacher educators’ competences are decisive for the education of new teachers and also for the quality of the profession as such very little research is conducted on the competencies of teacher ed-ucators and their training. It is also an established fact that the implementation of teacher education reforms to a large extent stands and falls with the competences of teacher educators. Not least it is of importance that teacher educators possess that kind of competences that are needed to meet the intentions of a reform. Failing teacher educator competences might just as well be an explanation for frequent reforms in teacher education as it can be failure of the reforms themselves. Danish teacher education was in 2012 reformed for the third time in only fifteen years, but teacher educator competences were not mapped at all during these years. It means that nobody (the political system, the educa-tional system or others) knows whether teacher educators are equipped for the needs of the reforms and wheth-er they themselves find their competences adequate. In this paper the results of a national survey study on teacher educator competences will be presented. The study provides information about the teacher educators’ competences and just as important the teacher

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educators’ personal experience of their needs for capacity building in order to being able to implement the re-form as it is intended. The study included all teacher educators employed at the seven university colleges provid-ing teacher education. Paper 2. Dr Devon Goodwin and Dr Elaine Keane, National University of Ireland Galway Experiences of Working Class Applicants and Entrants to Initial Teacher Education in Ireland It has been noted that the demographic diversity of the teaching population in Ireland, and the Initial Teacher Education (ITE) student cohorts studying to become teachers, is disproportionately homogenous compared to the primary and secondary student populations in our schools. The current Constructivist Grounded Theory study deals with the demographic dimension of social class, and aims to explore the experiences of working class applicants and entrants to postgraduate post-primary ITE. To date twenty-five in-depth interviews have been conducted, and the concurrent data analysis and collection is ongoing. This paper will present two analytic codes from the emerging analysis; “looking after their own” and the in vivo code “there was a lot more going on than me learning how to teach”. In the discussion of “Looking after their own” data describing experiences of working class students being excluded from volunteer, teaching practice and post-ITE employment will be presented, along with a discussion of why this issue disproportionately affects working class students. The discussion of “there was a lot more going on than me learning how to teach” sheds light on the complexities of the emotional and psychological journey of working class and marginalised students in their process of becoming teachers. It will be suggested that ITE programmes and schools must find ways to support working class and diverse students to navigate these challenges, if the goal truly is to diversify the teaching force in Ireland. This paper may be of interest to those planning the curriculum and student supports in ITE programmes, and for those involved in ITE policy on a broader scale. Paper 3. Dr Lubica Predanocyova and Dr Zdenka Gadusova, Constantine Philosopher University, Nitra, Slovakia Competence of Planning Educational Process in Pre-Service Teacher Training Currently the Slovak system of education requires an increase in its quality, which is influenced by quality of teacher training. Pre-service education of teachers must respond current requirements on their professional competences. Management and planning of education is one fundamental teaching skills for teacher's successful integration in school. The issue is a part of the research project Assessment of Teacher's Competences (APVV-14-0446). Planning is an initial activity and a part of the management of educational work. It is a complicated process that teacher implements at several levels. The paper focuses on the analysis of the nature and components of the competence to plan the teaching process. It presents the results of empirical research carried out with students at the master's degree of their studies at the Faculty of Arts, Constantine the Philosopher University in Nitra. The need for high-quality pre-service education of teachers requires strengthening their educational needs at the cognitive level. Theoretical aspect and knowledge of the nature and importance of the analyzed competence requires a direct link with practical training of students. The formation and development of future teacher's pro-fessionalism assumes development of their teaching skills which are supported by various modules of teaching experience during their university studies. In the context of developing the competence to plan the teaching pro-cess, the ability to create a model lesson is considered to be the basic teaching skill based on the ability of the relevant choice of subject matter, learning activities and teaching activities to ensure its acquisition by students. Parallel Session 3C Theme 3: Theory, Policy and Practice in Teacher Education Paper 1. Alan Gorman and Prof Catherine Furlong, Dublin City University The Teacher I have to be: An Exploration into the Influence of Lay Theories; The Problem that won’t go away The late 1980s and 1990s witnessed a burgeoning of research focused on student teacher identity examining in the main how teacher identity is formed, its robust nature and how it influences classroom practice. While litera-ture on teaching and learning foregrounds the importance of identity in teacher development, unpacking under-standings of identity is a complex business. The key underpinning to the theoretical framework for this study is

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the minting of the terms lay theories and apprenticeship of observation as a means of acknowledging that it is increasingly difficult for fledgling identity constructs to ‘hide’ or to be inured from the pervasive tentacles of the past. Building on previous research in the Irish context which explores student teachers identities and the wider discourse on student teachers and their identities exclusively, this paper sets out not to revisit old terrain but to explore the contextual influences that impinge on the ongoing identity construction of student teachers in light of policy changes in initial teacher education. This paper examines the extent to which providers of initial teach-er education can address the pervasive nature of lay theories, particularly those that are allied with the tradi-tionalist construct of teaching and teacher identity. The methodology for this paper is qualitative, drawing primarily on a secondary analysis of student teacher narratives (n=12). Despite reform in initial teacher educa-tion, the findings from this study highlight that the pervasive nature of lay theories remain problematic, particu-larly and most visibly during the school practicum. The paper concludes by acknowledging that initial education providers are addressing the development of reflective practice. However, the findings suggest that for many the way that reflection is currently conceived fails to shatter or confront student teacher lay theories in a mean-ingful way. Paper 2. Prof Michael Jopling, David Littlefair and Dr Irenie Lowry, Northumbria University Developing Teacher Education and Professional Learning in Partnership through an Era of Perpetual Change This paper traces the development of a partnership approach to teacher education and teachers’ professional learning in one university in Northern England over the past 14 years. The approach was based on developing partnerships with schools and communities to remove and reduce barriers between university provision and school practice and to increase the impact on practitioners and, by extension, on outcomes for children and young people. The paper explores theoretical perspectives and changes in national and local policy and practice to determine the extent to which these objectives have been met. The organising research questions were: • What factors influenced the development of this pedagogical approach? • What has been the impact of the approach on practitioners in schools and the university? Using a theoretical framework drawn from research into effective continuing professional development and learning; school collaboration; and notions of practice architectures, the research took a mixed methods ap-proach. This involved retrospective reconstruction of the evolution of the approach using course documenta-tion and evaluative feedback; secondary analysis of data from a national evaluation of postgraduate professional development; semi-structured interviews with current and previous partners and stakeholders; and reflections from university staff involved in the development and delivery of teacher education and professional learning in partnership. The paper’s findings examine the impact of the approach as it has evolved against the backdrop of continuing national and local policy and practice changes in teacher education and professional learning, focus-ing on changes in the key areas of professional discourse, professional identity and partnership development. Paper 3. Dr Eilís O Sullivan and Dr Margaret Nohilly, Mary Immaculate College Students’ Interpretation of Leadership in Educational Contexts Though the phrase is not used specifically in the Education Act, 1998 it appears that ‘distributed leadership’ is envisaged for Irish schools of the twenty-first-century. The term encompasses meaningful, democratic, delegat-ed and collaborative leadership and seems appropriate to the needs and demands of today’s children, parents, teachers and schools. The Bachelor of Education (B. Ed.) Programme at Mary Immaculate College (MIC), Limer-ick has been reconceptualised in recent years. It now offers students the opportunity to develop specialisms in chosen areas. Graduates of the College have, therefore, the capacity to lead programme and policy initiatives at school level. In Autumn 2015 and 2016 final year B.Ed. students at MIC completed an extended School Placement, during which they undertook a ‘curriculum focus’. This was essentially an opportunity to interact with school personnel and with children from disparate class levels on an area of the curriculum in which students had already under-taken some specialist modules and/or were particularly interested. Students from these two cohorts were invit-ed to take part in research regarding leadership in education, specifically students’ interpretation of their poten-tial to contribute to such leadership. As part of the research, students were prompted to reflect on leadership in educational contexts as they had observed it, to consider their experiences of leadership throughout the B.Ed. programme and to envisage what leadership roles they might eventually undertake as teachers. Some 500 students responded. Initial findings suggest that student teachers consider the structure of B.Ed. programme in MIC supports them in contributing to distributed leadership in the educational context.

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Parallel Session 3D Theme 3: Theory, Policy and Practice in Teacher Education Paper 1. Dr Davide Parmigiani, University of Genoa, Italy New Secondary Teacher Education Program in Italy: Perspectives and Challenges The secondary teacher education in Italy has not an old tradition. Before 1999, the concept of secondary teacher was mainly based on the sound knowledge of a subject. Therefore, a prospective teacher had to take a master degree focused on a specific subject (maths, history, etc.), and then, undergo a thematic national exam. From 1999 until 2008, a 2-year postgraduate course for secondary teachers was set up. In this case, the future teachers, after having taken a master degree on a subject, had to pass an exam in order to be admitted to this course of 120 credits, among which didactics, educational issues and teaching practice were taught. The decree 249/2010 established a 2-year teacher education master’s degree to be set up in every area (scientific, art, foreign languages, etc.) followed by a 1-year course named Tirocinio Formativo Attivo (Active Teaching Prac-tice). Unfortunately, the 2-year teacher education master’s degrees have never been activated. So the last pro-spective teachers have been educated only through the 1-year course, named Tirocinio Formativo Attivo. Nowadays, the Act 107/2015 sets forth a renewed program for secondary teacher education: following an initial competitive examination, the selected teachers will have a 3-year temporary contract, during which, on the one hand, they will have to attend university courses and workshops to take a teacher education diploma; and to carry out teaching practice at schools on the other hand. After a final evaluation, the student teachers will be employed with a permanent contract. Paper 2. Deirdre Smith, Ontario College of Teachers Co-constructing a Collective Vision of Professional Learning for the Teaching Profession A commitment to and engagement in ongoing professional learning lies at the heart of ethical professionalism and supports public trust in the teaching profession. A collective vision and framework for ongoing professional education and learning was co-constructed with the teaching profession through various methods that utilized the leadership of educators and engaged the profession. A shared vision for continual education and learning be-comes a foundational pillar for both teacher education and professional practice. This inquiry will illustrate the collaborative processes that were utilized associated with a re-conceptualized provincial vision for professional education and learning for 240,000 members of the teaching profession. The Professional Learning Framework for the Teaching Profession describes some opportunities and processes that support ongoing professional learning for educators. These opportunities have been identified by members of the profession through provincial consul-tations, surveys, focus groups and written narratives of practice. The Professional Learning Framework for the Teaching Profession is one component of a collective vision of teacher professionalism in Ontario that was collab-oratively created by both the profession and the public. Paper 3. Marijka Walsh, AMI, Dublin Institute of Technology All feelings are ok but not all behaviours, but how do we learn that? Based on the work of Dr Karen Bierman of Pennsylvania State University this presentation will highlight the im-portant role a teacher plays in demonstrating and supporting children to recognise, name and manage their emo-tions. All behaviours are an expression of an emotion being experienced, but how do children learn to manage and express their emotions in a way that is safe and supportive for them and others around them? Teachers who support children to recognise, understand and express their emotions are helping them on a road to better life outcomes. Research tells us that positive social development is associated with higher adjustment levels, school attainment and fewer psychological problems. Dr Bierman’s Promoting Positive Behaviour approach provides teachers with strategies to help the children in their class develop social and emotional competence and self-regulation. It consists of three strategies used at different times, (i) before the children come into the envi-ronment (ii) when a child is displaying mild signs of disruptive or insensitive behaviours and (iii) when a child is clearly struggling to manage themselves. When used effectively the PPB (Promoting Positive Behaviour) strate-gies help the children develop social and emotional competence including the ability to recognise and manage their own feelings as well as understanding the feelings of others all leading to more socially competent children and a more supportive, happy and less challenging environment for everyone.

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Parallel Session 4A Theme 1: Initial Teacher Education for All Paper 1 Jane Meckbach and John Hellström, Swedish School of Sport and Health Sciences Recruiting Immigrant Students to the Initial PE Teacher Education at the Swedish School of Sport and Health Sci-ences Sweden is in many ways a multicultural society. Off all children living in Sweden around 20 % are themselves born or have parents who are born in another country. These children has also made an impact on Swedish sports. Today, research show that boys from immigrant families are as much a part of organized sports as chil-dren born in Sweden, while girls from immigrant families are less active in organized sports. Whereas organized sports in general show a similar pattern as society as a whole when it comes to children born in other countries, with the exception for girls, initial education for physical education (PE) does not. Studies re-veals that the typical student in initial teacher education for PE is born in Sweden, grew up in the countryside and comes from families with limited tradition of higher education. In The Swedish School of sport and health sciences (GIH), only 9 % of the students in the PE teacher education program where immigrants or came from immigrant families. In this regard, the initial PE teacher education in Sweden faces a huge challenge. In our presentation we will discuss some of the strategies that GIH has adopted to recruit students with other backgrounds than the typical. We will also address some of the challenges that comes with this regarding differ-ent cultural backgrounds and basic knowledge of the Swedish sporting culture. Paper 2 Prof Maria Assunção Flores, Universidade do Minho Portugal Revisiting the Role of Practicum in Bridging the Gap between Theory and Practice in ITE This paper looks at the theory and practice in initial teacher education (ITE) and the role of practicum, based up-on an international literature review and the experience of practicum at the University of Minho, Portugal. A look at existing international literature reveals that the location, length and focus of the so-called practice (which is largely viewed as the practice teaching component of ITE) varies according to the philosophy of the programme and the contexts in which it occurs. Practicum is seen as a key component of the ITE curriculum but it is marked by ambiguity and diversity. Although there is consensus concerning the vital importance of teaching practice in the process of learning to teach, there is less agreement with regard to its aims, the approaches to education and professional training underpinning it, the strategies and professional competencies to be developed, the role of the various key players, and the location and articulation of teaching practice with regard to other components of the ITE curriculum. However, simply considering location of practice as being confined to schools is not suffi-cient when it comes to going beyond the so-called theoretical knowledge. A different understanding and role of practice within ITE is needed which may be fostered by an emphasis on the research orientation. In fact, the re-search dimension has been identified as a way of moving beyond the theory-practice divide in ITE curriculum programmes. Parallel Session 4B Theme 2: Equality and Access

Paper 1 Joanne Madalińska-Michalak, University of Warsaw Ethics in the System of Education in Poland: Issues for Teacher Education Regarding ethics as a school subject, the paper examines the extent to which the education system in Poland can serve the needs of diverse range of learners and it reveals the challenges of teacher education, especially teacher education for the teachers who teach ethics in schools at different levels of education system in Poland. The paper presents the chosen findings derived from the study that has been carried out between 2014-2016 within the project „Ethics in the Systems of Education in Poland and Selected Western Countries (Germany, Unit-ed Kingdom, Spain, Portugal, France, USA, Norway, Finland)”. The project was implemented under the National Programme for the Development of Humanities of the Ministry of Science and Higher Education in Poland. The research findings indicates the marginal position of ethics as a school subject in Polish schools. Teachers' opinions on teaching ethics reveal the fundamental challenges that the teachers of ethics have to face up to dur-ing their everyday school work. The challenges of particular note include those associated with the equal access

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to the education, teaching diverse students groups with diverse needs, the characteristics of students, teaching materials, and stereotypes associated with the perception of ethics as a school subject. All these challenges create a platform for a broaden discussion on teacher education in Poland. The paper can be a good starting point in the discussion on equality and acces in the system of education. The findings of the presented research will advance research on Teacher Education not only in Poland but in other European countries. Paper 2 Dr Margaret Egan and Dr Fionnuala Tynan, Mary Immaculate College Education for All: From Memories of Exclusion to a Vision of Inclusion

Educational inclusion is a complex, challenging concept with a constantly evolving definition centred on equality and access. Irish education policy articulates clear guidelines on equality and access for pupils with learning disabilities, yet practice frequently differs. One aspect of Ireland’s education policy that is rarely discussed is ex-emptions from the learning of Irish. The Irish language is a compulsory subject for learners in primary and post-primary schools. Learners with certain disabilities or special educational needs (SEN) can be exempted from Irish if they fulfil certain criteria. In practice this has meant that special classes and special schools rarely offer Irish as part of the curriculum. This raises issues central to the inclusion debate: there is an assumption of homogeneity in a disability group, there are low expectations of an ability to learn another language and there is an insinua-tion that students with SEN neither need nor would benefit from the learning of Irish. This paper presents find-ings from research done on the educational inclusion of learners with Williams syndrome, a rare neurodevelop-ment condition that results in an intellectual disability but a capacity for language learning. The findings challenge the common practice of learners with an intellectual disability being unable to access Irish as a subject if they attend a special school and the all-too-common practice of them being granted an exemption from Irish in mainstream schools on the basis of an intellectual disability. The paper concludes that this is an equality issue and proposes strategies for redressing this inequality and promoting access. Parallel Session 4C Theme 3: Theory, Policy and Practice in Teacher Education Paper 1 Dr Brian Murphy, University College Cork Evolution in Initial Teacher Education in Literacy for Secondary School Teachers: An Irish Experience There is widespread acceptance of the importance of appropriate initial teacher education in literacy and the impact literacy savvy teachers have on the corresponding literacy achievement of their students in schools. While this may traditionally have been recognised at initial teacher education at primary level there is only recently general acceptance of the importance of such initial teacher education for teachers at all levels, but particularly now at post-primary level. Recent international and Irish policy have reiterated the reality that literacy development practice is the responsibility of all teachers and that post-primary subject discipline teachers need to be prepared to support this reality in post-primary schools. This paper discusses the current international and Irish national policy context with respect to initial literacy teacher education for post-primary teachers. It goes on to clarify how recent such developments have impacted on initial teacher education pro-grammes in Ireland. It offers the example of the new two-year PME initial teacher education programme in UCC as an indication of how progress has been made on putting literacy on the agenda for student post-primary teachers. The vision that such change will permeate into schools nationwide thereby further building and enhancing capacity of subject teachers to enhance the literacy achievements of all adolescent post-primary stu-dents will also be discussed. Paper 2 Dr Fisun Bozkurt, Pamukkale University, Denizli, Turkey The Importance of Direct Experience: Bilateral Fieldwork in Human Geography The purpose of this article is to address the effects of subject-specific, methodological, didactic and intercultural learning on fieldworks in the context of teacher education. The issue has been tested with qualitative and quantitative data and evaluat-ed to structure and content analyses during an exchange fieldwork between the University of Cologne (Germany) and the University of Erciyes (Turkey). The design of this study, which is a combination of different approaches, can be called as tri-angle approaches. Data collection consists of answers of 16 undergraduate students who took human geography lessons at preview semester before the fieldwork. It concentrated to students’ views about the relative value of two weeks geography

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fieldworks in Kayseri and Cologne. In both universities different types of tourism and methods of field works, which are observational fieldwork and participatory fieldwork, have been experienced. Answers showed that the fieldwork was highly valued among respondents. Among the emerging common themes were: The effectiveness of the fieldwork in terms of learning and understanding of the subject knowledge; providing first-hand experience of the real world, whichever part of the world the students were in and; skill development and social benefits. The project model offers students' potentials to develop cross-cultural insights, to work with diversity, and to meet cultural challenges. The study also indicated the key role of fieldwork in achieving student for methodological learning and content knowledge and social integration like to under-stand cultural differences and tolerance which is needed for a sustainable future/multicultural Europe.

Paper 3 Dr Mia Treacy, Deputy Director of the Professional Development Service for Teachers, Ireland Restrictive Factors in Changing Mathematics Practice in One Case Study Primary School in Ireland Research that aimed to examine teachers’ experiences whilst implementing a reform approach to mathematics teaching in one Irish primary school forms the basis of this paper. In particular, factors that may have restricted changing mathematics practice in this case study school are outlined. The school engaged in professional devel-opment that focused on using an instructional framework (Hiebert et al., 1997) in the school-identified strand units of length and weight. Four classes were tracked throughout the year-long study and each class acted as a sub-case within the larger study. Data collected through lesson observations, teacher interviews, pupil work samples, and pupil focus group interviews were used to compare teachers’ experiences and to identify what supported and enabled them to change their practice, in addition to highlighting challenges that may have prevented such change. Findings were that shifts in practice were evident in the strand units of length and weight to different degrees in the four classes during the study. Factors that may have restricted the potential for embedding and enhancing this changing practice included a textbook dependent culture, teacher discomfort with facilitation, and possible limitations regarding the professional development. Possible implications of this study include the need for all stakeholders to consider the constraints of a textbook dependent culture when attempting to change mathematics practice, including any association with power displacement and teacher autonomy. Furthermore, stakeholders need to consider the timing and content of professional development, in particular, the need for extended professional development when implementing a reform approach to mathe-matics teaching. Parallel Session 4D Theme 3: Theory, Policy and Practice in Teacher Education Paper 1 Prof Ana Luís, University of Coimbra, Portugal Professional Development through Teacher Research: Evidence from Secondary School Teachers in Portugal As educational policies struggle to meet the needs of the 21st century, it has become increasingly evident that teachers need to be prepared to adapt to emerging changes and constraints. Promoting the professional devel-opment of teachers has become more and more essential at a European and a Global level (Caena 2011, Little 2012, Sanford et al. 2015, Timperley et al 2007). Since 2014, professional development of in-service teachers in Portugal has been mandatory, causing an increase in demand for in-service training opportunities throughout the year. Numerous ‘pre-packaged’ short-term modules (known as 'Ações de Formação') are offered yearly by teacher development agencies (known as 'Centros de Formação'), however self-reports reveal that teachers per-ceive these in-service training opportunities as only loosely linked with school practices in their subject areas. One additional problem about these training modules is that they do not regard the development of autono-mous research practices as central, contradicting the fundamental role of teacher research in education (Cochran-Smith & Lytle 2001). As noted by Cochran-Smith & Lytle (1999), it is the concept of teacher as re-searcher that may lead to fundamental educational change. A different path to professional development is being offered at the University of Coimbra. During a one-year MA program, experienced teachers are given the opportunity to carry out individual research-based projects and focus on their own teaching experience. The goal of our presentation will be to report on a) the factors that motivate teachers to voluntarily choose a research-based program and b) the effect of this research experience on teacher identity, practices and conceptions. We draw our data from personal written reflections produced by teachers during their university program at Coimbra. Our findings show that the leading factors for taking a re-search-based program is both their continuous need to enhance student learning and their acute awareness of

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the challenges posed by heterogeneous classrooms. Our results also reveal that, through their projects, teach-ers not only change their teaching practices at school, but also share their findings with other teachers and en-gage in further research. Our study thus lends further support to the view that teacher research can have a pos-itive impact on education and the school community (Little 2012) and that it should be strongly encouraged and rewarded through teacher policy. Paper 2 Ruth Bourke, Mary Immaculate College Developing a Conceptual Framework for Case Study Analysis of Two Network of DEIS Schools This paper will discuss the policy context and development of a conceptual framework for doctoral case study research that focuses on understanding member’s perceptions about their participation in two school networks that were established to facilitate schools to address issues of educational disadvantage. Recent developments in both the Irish and international education landscape, particularly in teacher professional development, have brought collaboration and learning to prominence in the form of networks of school, communities of practice and professional learning communities. School networks as a strategy for educational reform, innovation and knowledge creation have also been gaining momentum at both local and national level in OECD countries since the end of the twentieth century. Drawing on social network theory and social capital theory, the paper will ex-plore the relevance of these theories to the conceptual framework for the research. Paper 3 Prof Mary O’Sullivan, Dr Melissa Parker and Dr Deborah Tannehill, University of Limerick How National and Global Policies are impacting Physical Education Teacher Education

Numerous threats to university based teacher education exist globally. In Ireland, recent legislation has resulted in the dilution of higher education institutions to determine both content and format of teacher education pro-grammes. The British government reforms have resulted in school-based teacher education through Teach Di-rect and in the US private philanthropic agencies have gained greater control of teacher preparation. How are physical education teacher educators responding to this shift from university-controlled/based teacher education to externally controlled and school-based preparation of teachers? The purpose of this project was to gather comparative international views on the status of physical education teacher education and examine challenges faced by physical education teacher educators negotiating work. Interviews with teacher educators sought insight on challenges and opportunities for physical education and teacher education (PETE) globally. In this presentation we address 1) structural issues around teacher education (accreditation, levels of control, and relationships with stakeholders) across diverse educational systems and 2) how these teacher educators manage the challenges and opportunities. Parallel Session 4E Theme 3: Theory, Policy and Practice in Teacher Education Paper 1 Dr Timothy Murphy, Dr Patricia Mannix-McNamara, Mary Masterson, University of Limerick, and Pat-rick Tally and Dr Elaine McLaughlin, St. Mary’s University College, Belfast Adopting an Inclusive Approach to Teachers’ CPD Needs: Responding to Sectoral Differences across Primary and Secondary Levels in the Irish and Maltese Educational Contexts This project was made possible with funding from The Standing Conference on Teacher Education, North and South (SCoTENS). It involved a collaboration between the School of Education, University of Limerick, and St. Mary’s University College, Belfast. It focuses specifically on teacher well-being, as conceptualized by O Ruairc (2015: 15) who advocated that ‘in a nutshell, well-being is about caring for professionals, to sustain caring by professionals’. The OECD (2009) recognizes that ‘teachers’ beliefs, practices and attitudes are important for un-derstanding and improving educational processes. These attributes are closely linked to teachers’ strategies for coping with the challenges in their daily professional life and to their general well-being, and they shape stu-dents’ learning environment and influence students motivation and achievement.’ This project explores the concept of ‘pedagogical well-being’ as developed by Soini, Pyhalto and Pietarinen (2010: 737) which they speci-

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fy as ‘a sense of autonomy, relatedness, competence, and belonging or a lack of these elements generated for teachers and pupils in the everyday interactions of school’. They further contend that ‘pedagogical well-being’ is constructed ‘in the core processes of teachers’ work that is, carrying out and developing teaching-learning pro-cess, including for example planning classroom activities, interacting with pupils, making evaluations, and choos-ing and developing instructional tools’ (Ibid.). It is intended that the framing research question will examine what does good pedagogical well-being look like in practice, in other words, how do teachers conceptualize their own pedagogical well-being and might it be optimally sustained, nurtured and developed? Paper 2 Prof Marco Snoek, Amsterdam University of Applied Sciences Bridging the Gap between Research and School Development within the Teacher Education Curriculum Within research based teacher education, the involvement of student teachers in research projects often focus-es on the contribution of these research projects to the reflective and inquiring attitude of student teachers. This emphasizes the understanding of teaching as an individual reflective and research informed activity where individual teachers make pedagogical judgements within their teaching practice. When teaching is considered as a collaborative activity where a team of teachers is responsible for pedagogical practices in a school that aim to provide education for all, the aim of research projects needs to exceed the individual and personal level and aim to contribute to research informed reflections of a team of teachers, creating input for the improvement of practice within the whole school. Within a multiple case study, we adapted the graduation research project within a primary teacher education programme, trying to bridge the personal level (where student teachers show their individual competence level with respect to research skills and inquiring attitude) and the collaborative level (where the graduation research project aims to inspire practice of several teachers within a school). In this redesign of the graduation research project, the concepts of boundary activity, ownership, meaningfulness and dialogue were helpful. However, the four cases that we studied show that connecting graduation research projects with school development is not just a matter of redesigning a part of the curriculum, but that it requires new mental models and new qualities of both student teachers, research supervisors from the university and of actors within the school. Paper 3 Derbhile de Paor, Mary Immaculate College Stories from School. A Narrative Inquiry Exploring the Experiences of Teachers Supporting School-based Teacher Education ‘Stories from school’ aims to link theory policy and practice in teacher education by exploring the narratives of the lived professional experience of practicing teachers as they engage in the extended professional activities required by recent policy developments in the continuum of teacher education in Ireland. These policies, influ-enced by global and European perspectives through the OECD and the European commission have been devel-oped by the teaching Council of Ireland. The primary focus is teachers’ experiences of facilitating school based teacher education in the initial and induction phase of the continuum. The rationale stems from reflecting on my multiple roles as policy maker and school leader. Situated in the qualitative paradigm the aim is to give voice to the lived experiences of both the researcher and participants. As Narrative inquiry, the teaching professions shared understanding and personal experiences of opportunities for school based teacher education are explored through the lenses of a critical constructivist approach to men-toring, the characteristics of Professional learning communities rooted in the concept of shared professional responsibility leading to the teacher as a professional: learning in community. In so doing, the aim is to bring to light the voice of experienced teachers to ensure that their experience and professional learning needs are iden-tified and articulated. This is timely as the Teaching Councils plans for the third phase of the continuum are pro-gressing. It is hoped that this research will facilitate ‘teacher education for all’ by ensuring the voices and needs of experienced teachers are heard and considered.

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Social Programme Short Film Showcase Friday 19th May, 15:30-17:00 Screening of four short films about life in Limerick created by students of Media and Communication Studies, MIC.

A Broad Life (17:00) Ireland, what is this country really about? This documentary explores Irish culture from the perspec-tives of six international students who travelled from the USA, Denmark, Germany, France, Belgium and Sweden to study in Mary Immaculate College. The students share their experiences of the Irish welcome, and their observations of Irish culture with fourth year students who produced this docu-mentary as part of a fourth year video production module for the Department of Media and Commu-nications in Mary Immaculate College, under the supervision of Nicky Fennell.

Shed Talks: A Documentary (17:36) An entertaining and heartfelt look at the Men’s Sheds movement in Limerick and the role of ‘sheds’ in men’s lives. A Men’s Shed is any community-based, non-commercial organisation which is open to all men where the primary activity is the provision of a safe, friendly and inclusive environment where the men are able to gather and/or work on meaningful projects at their own pace, in their own time and in the company of other men. Men’s sheds may look like a shed in your back yard yet they innova-tively share some characteristics of both community education and health promotion projects (Irish Men's Sheds Association, 2011). This documentary was produced by the fourth year media students at Mary Immaculate College in May 2015 under the supervision of Nicky Fennell. Jamie: A Documentary (19:55) Jamie Wall, a hurler from Kilbrittain Co. Cork says hurling is the fabric of who we are. In June 2014, just three days after winning a Munster intermediate hurling title with Cork, Jamie was rushed to hospital with an ache in his back which turned out to be an epidural abscess that rendered him immobile from the waist down. This documentary examines Jamie’s journey since his diagnosis and his re-introduction to the world of sport. In 2016, Jamie played an important role in helping Mary Immacu-late College win their first ever Fitzgibbon Cup and was subsequently appointed manager of the MIC Fitzgibbon hurling team. This documentary was produced as part of a fourth year video production module for the Department of Media and Communications in Mary Immaculate College, supervised by Nicky Fennell.

An Evening at Paddy Cons (15:03) Anyone who grew up in Ireland between 1955 and 1985 knows that dance halls were home to the golden age of dancing and showbands. This documentary explores the history of the old ballroom in Ennis, Co. Clare, where many relationships began and many hearts were broken. The documentary was produced in 2005 as part of a fourth year video production module for the Department of Media and Communications in Mary Immaculate College. The students were supervised by Nicky Fennell.

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Cliffs of Moher Tour

Optional Tour for TEPE delegates, €25pp, limited spaces available

Departure from Mary Immaculate College at 13:15

Return to Mary Immaculate College at 18:30

As the tour departs from historic Limerick City, delegates will view King Johns Castle and the river Shannon, and continue via County Clare to the west coast of Ireland. En route, your driver, a fully quali-fied guide with a vast knowledge of Irish history, culture and folklore, will inspire you with songs and stories to ensure an amazing trip. The tour group will spend 1.5 hours at the Cliffs of Moher - one of the world's greatest natural attractions. The cliffs stand 120 meters above the Atlantic Ocean or 1/3 the size of the Empire State Building and have large populations of puffins and gannets. You can enjoy a hike or a relaxed walk, while gazing in amazement at this geological and natural beauty. The Cliffs of Moher also have shops and restaurants, anything from snacks and souvenirs are available in plenty. Visitor charges at the Cliffs are included in the tour price. On the way back to Limerick City from the Cliffs of Moher, the tour will stop at Bunratty Castle, a 15th century tower house in County Clare, for the chance to take some photos, grab a coffee and refresh yourself. You can easily imagine Norman Knights, Gaelic warriors and Jousting Chieftains at this hallowed spot.

https://search.creativecommons.org/

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The International Research Methods Summer School (IRMSS) The International Research Methods Summer School will be held at Mary Immaculate College, from 19-21 May 2017. Now in its sixth year, IRMSS will explore the theme of ‘perennial questions and innovative meth-ods’, and presents a fantastic opportunity for collaboration between TEPE & IRMSS.

The keynote speakers are Prof Vivian Gadsden, President of the American Educational Research Association (AERA); Dr Ute Romer, Georgia State University; Dr Tom Morton, Birkbeck, University of London; Prof Marie Parker-Jenkins, University of Limerick and Dr Karl Kitching, University College, Cork.

TEPE conference delegates are eligible for free admission to all/any of the IRMSS keynote addresses.

Please see keynote schedule below:

For more information, see: https://irmss2015.com/

Day Time Keynote Speaker Title Venue

Friday, May 19, 2017

17.30 – 19.00

Prof Vivian Gadsden, Presi-dent American Educational Research Association (AERA)

T118

Saturday, May 20, 2017

9.00 – 10.00 Dr Tom Morton, Birkbeck,

University of London

Content and Language Integration in Multilingual Education as a ‘Wicked Problem’: Towards a Transdiscipli-nary Approach

T118

15.30 - 16.30

Dr Karl Kitching, School of Education, University Col-lege Cork

What can Research on Education Injustice Represent? What Does It Do?

T118

Sunday, May 21, 2017

10.00 – 11.00

Dr Ute Romer, Georgia State University

Combining Corpus and Psycholin-guistic Methods in Second Language Acquisition Research: The Benefits of Interdisciplinary Work in Applied Linguistics

T118

14.00 – 15.00

Prof Marie Parker- Jenkins, Prof of Education, Depart-ment of Education and Pro-fessional Studies, University of Limerick

Belonging and Believing: The Experi-ence of Jewish and Muslim School Communities in the UK

T118

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Art Exhibitions at the TEPE conference May 18, 19 and 20

Venue: An tSlí (registration area) The Studio Classroom - Bridging the Field of Art and Education Virtually: Facilitating College-Community Engagement between Artists and DEIS Schools Coordinators: Dr Anne Marie Morrin, Lecturer in Visual Art Education, MIC and Ruth Bourke, Transforming Education through Dialogue (TED) Project, MIC Artists: Dr Julie Brazil, Jean Cleary, Kate McElroy, Clíona Geary The Studio Classroom is an educational art and research project involving visual artists and primary

school teachers and children who develop their art practice through online residencies. It is envisaged

that connecting artists with primary schools will demonstrate the use of virtual technology to connect

studio and classroom where exciting collaborative arts practice can evolve. It is a collaboration

between artists, teachers and children in six schools in the Transforming Education through Dialogue

(TED) Project PLUS Network and Visual Art Education, Dept. of Arts Education and Physical Education.

The primary focus of the Studio Classroom is to promote innovative ways for artists, primary school

teachers and pupils to engage, respond and challenge contemporary issues within our society. The

project connects artist’s studios directly into the primary classroom offering all involved a unique op-

portunity to see how working collaboratively in a shared virtual space can contribute to a meaningful

teaching and learning experience.

Daydreamer in a Fragile Ecology Artist: Tanya de Paor, Lecturer in Visual Art Education, MIC and PhD researcher in Burren College of Art and National University of Ireland, Galway

An environment –based education movement, at all levels of education will help students realize that school isn’t supposed to be a polite form of incarceration, but a portal to the wider world. Richard Louv, Last Child in the Woods: Saving our Children from Nature Deficit Disorder

Daydreamer in a Fragile Ecology is a visual reflection on exploring the question: Who is the education system really serving? Through installation methods and lens-based media the art piece seeks to open up a visual inquiry to the question in the context of the emerging era of the Anthropocene. The Anthropocene defines Earth's most recent geologic time period as being human-influenced, or anthro-pogenic. This is based on overwhelming global evidence that atmospheric, geological, bio-spherical and other earth system processes are now being altered by humans. In the RCC Perspectives Journal, Anthropocene: Exploring the Future in the Age of Humans, Trischler (2013) questions what it means to live in the Anthropocene in “a world where the boundaries be-tween nature and culture are no longer clear” and asks “how do we visualize and teach the challenges of the future?” The theoretical questions underpinning this installation piece explore how our understanding of nature is being shaped through formal and informal educational, creative and tech-nological developments in the 21st Century.

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To access WiFi during TEPE Conference 2017: Domain: Visitor

U/name: tepe2017 (all lowercase) P/word: May2017