1887
Volume 6, Issue 2
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

Loading

Article metrics loading...

/content/journals/10.1075/jicb.17005.nit
2018-10-23
2019-08-18
Loading full text...

Full text loading...

References

  1. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D.
    (2018) Introduction to research in education. Cengage Learning. Retrieved from www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf
    [Google Scholar]
  2. Association of Teachers’ Centres in Ireland
    Association of Teachers’ Centres in Ireland (1994) The in-service needs of post-primary teachers and schools. Dublin: Association of Teachers’ Centres in Ireland.
    [Google Scholar]
  3. Baker, C.
    (2007) Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  4. Barab, S. A., & Duffy, T. M.
    (2000) From practice fields to communities of practice. InD. H. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp.25–35). Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  5. Bryman, A.
    (2012) Social research methods (4th ed). Oxford: Oxford University Press.
    [Google Scholar]
  6. Buysse, V., Sparkman, K. L., & Wesley, P. W.
    (2003) Communities of practice: Connecting what we know with what we do. Exceptional children, 69(3), 263–277. doi: 10.1177/001440290306900301
    https://doi.org/10.1177/001440290306900301 [Google Scholar]
  7. Caldwell, B.
    (2008) Networking knowledge to achieve transformation on schools. InC. Kimble, P. M. Hildreth, & I. Bourdon. (Eds.) (2008) Communities of practice: Creating learning environments for educators (Vol.1, pp.1–20). Charlotte, NC: Information Age Publishing.
    [Google Scholar]
  8. Cammarata, L., & Tedick, D. J.
    (2012) Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal. 96(2), 251–269. doi: 10.1111/j.1540‑4781.2012.01330.x
    https://doi.org/10.1111/j.1540-4781.2012.01330.x [Google Scholar]
  9. Clarke, D., & Hollingsworth, H.
    (2002) Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. doi: 10.1016/S0742‑051X(02)00053‑7
    https://doi.org/10.1016/S0742-051X(02)00053-7 [Google Scholar]
  10. Clement, M., & Vandenberghe, R.
    (2000) Teachers’ professional development: A solitary or collegial (ad) venture?Teaching and Teacher Education, 16, 81–101. doi: 10.1016/S0742‑051X(99)00051‑7
    https://doi.org/10.1016/S0742-051X(99)00051-7 [Google Scholar]
  11. Cochran-Smith, M., & Lytle, S. L.
    (1993) Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.
    [Google Scholar]
  12. (1999) Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 24–305.
    [Google Scholar]
  13. Cohen, L., Manion, L., & Morrison, K.
    (2011) Research methods in education (7th ed.). New York, NY: Routledge.
    [Google Scholar]
  14. Coimisiún na Gaeltachta
    Coimisiún na Gaeltachta (2002) Tuarascáil Choimisiún na Gaeltachta 2002.
    [Google Scholar]
  15. Comhchoiste um Oideachas sa Ghaeltacht
    Comhchoiste um Oideachas sa Ghaeltacht (1986) Tuarascáil an Chomhchoiste um Oideachas sa Ghaeltacht [The report of the Gaeltacht Education Committee]. Dublin: Oifig an tSoláthair.
    [Google Scholar]
  16. Conway, P. F., Murphy, R., Rath, A., & Hall, K.
    (2009) Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. Report Commissioned by the Teaching Council. Retrieved from www.teachingcouncil.ie/en/Publications/Research/Documents/Learning-to-Teach-and-its-Implications-for-the-Continuum-of-Teacher-Education.pdf
    [Google Scholar]
  17. Coolahan, J.
    (2003) Attracting, developing and retaining effective teachers: Country background report for Ireland. Retrieved from htD://www.education.ie/en/Publications/Policy-Reports/Attracting-Developing-and-Training-Effective-Teachers-OECD-Country-Background-Report-for-Ireland.pdf
  18. (2007) A review paper on thinking and policies relating to Teacher Education in Ireland. Dublin: Teaching Council of Ireland. Retrieved from www.teachingcouncil.ie/en/Publications/Research/Documents/A-Review-Paper-on-Thinking-and-Policies-Relating-to-Teacher-Education-in-Ireland.pdf
    [Google Scholar]
  19. Creswell, J. W.
    (2013) Qualitative inquiry and research design: Choosing among five approaches (3rd ed). Thousand Oaks, CA: Sage.
    [Google Scholar]
  20. Dall’Alba, G., & Sandberg, J.
    (2006) Unveiling professional development: A critical review of stage models. Review of Educational Research, 76(3), 383–412. doi: 10.3102/00346543076003383
    https://doi.org/10.3102/00346543076003383 [Google Scholar]
  21. Darling-Hammond, L.
    (2009) Teaching and the change wars: The professionalism hypothesis. InA. Hargreaves & M. Fullan (Eds.), Change wars (pp.45–70). Bloomington, IN: Solution Tree.
    [Google Scholar]
  22. Day, C.
    (2002) School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37(8), 677–692. doi: 10.1016/S0883‑0355(03)00065‑X
    https://doi.org/10.1016/S0883-0355(03)00065-X [Google Scholar]
  23. Day, C., & Sachs, J.
    (2005) International handbook on the continuing professional development of teachers. Maidenhead: McGraw-Hill International.
    [Google Scholar]
  24. Day, E. M., & Shapson, S.
    (1996) Studies in immersion education. Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  25. Denzin, N. K., & Lincoln, Y. S.
    (2003) Strategies of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage.
    [Google Scholar]
  26. Department of Education and Skills
    Department of Education and Skills (2015) A Joint Report by the Education and Training Inspectorate and the Department of Education and Skills Inspectorate on Promoting and Improving Literacy in Post-Primary Schools. Dublin: Department of Education and Skills.
    [Google Scholar]
  27. Department of Education and Skills
    Department of Education and Skills (2016) Policy on Gaeltacht Education 2017–2022. Dublin: Department of Education and Skills.
    [Google Scholar]
  28. Egan, E.
    (2004) Continuing professional development of teachers. InA. Burke (Ed.), The Standing Conference on Teacher Education North and South (SCOTENS), Teacher Education in the Republic of Ireland (pp.11–19). Armagh: The Centre for Cross Border Studies.
    [Google Scholar]
  29. Evans, L.
    (2008) Professionalism, professionality and the development of education professionals. British Journal of Education Studies, 56(1) 20–38. doi: 10.1111/j.1467‑8527.2007.00392.x
    https://doi.org/10.1111/j.1467-8527.2007.00392.x [Google Scholar]
  30. Fullan, M., & Hargreaves, A.
    (1992) Teacher development and educational change. London: Falmer Press.
    [Google Scholar]
  31. Gleeson, J.
    (2012) The professional knowledge base and practice of Irish post-primary teachers: What is the research evidence telling us?Irish Educational Studies, 31(1), 1–17. doi: 10.1080/03323315.2011.617945
    https://doi.org/10.1080/03323315.2011.617945 [Google Scholar]
  32. Granville, G.
    (2005) Cultivating professional growth: Evaluation report on the impact and experience of the second level support service. Dublin: Department of Education and Science.
  33. Guest, G., Bunce, A., & Johnson, L.
    (2006) How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. doi: 10.1177/1525822X05279903
    https://doi.org/10.1177/1525822X05279903 [Google Scholar]
  34. Habhab-Rave, S.
    (2008) Workplace learning in a Community of Practice: How do schoolteachers learn?InC. Kimble, P. M. Hildreth & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol.1, pp.213–231). Charlotte, NC: Information Age Publishing.
    [Google Scholar]
  35. Hargreaves, A., & Shirley, D.
    (2009) The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin & Ontario Principals Council and the National Staff Development Council.
    [Google Scholar]
  36. Hargreaves, A.
    (1992) Cultures of teaching: A focus for change. InA. Hargreaves & M. Fullan (Eds.), Understanding teacher development (pp.216–240). New York, NY: Teachers College Press.
    [Google Scholar]
  37. (2000) Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151–182. doi: 10.1080/713698714
    https://doi.org/10.1080/713698714 [Google Scholar]
  38. Hargreaves, A., & Dawe, R.
    (1990) Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227–241. doi: 10.1016/0742‑051X(90)90015‑W
    https://doi.org/10.1016/0742-051X(90)90015-W [Google Scholar]
  39. Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’Gorman, M.
    (2006) Irish in primary schools: Long-term national trends in achievement. Dublin: Department of Education and Science.
    [Google Scholar]
  40. Hoyle, E., & Wallace, M.
    (2005) Educational leadership: Ambiguity, professionals and managerialism. London: Sage.
    [Google Scholar]
  41. Hoyle, J., & John, P.
    (1995) Professional knowledge and professional practice. London: Cassell.
    [Google Scholar]
  42. Kennedy, A.
    (2005) Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31(2), 235–250. doi: 10.1080/13674580500200277
    https://doi.org/10.1080/13674580500200277 [Google Scholar]
  43. Landry, R., Allard, R., & Deveau, K.
    (2007) Bilingual schooling of the Canadian francophone minority: A cultural autonomy model. International Journal of the Sociology of Language, 185, 133–162.
    [Google Scholar]
  44. Lave, J., & Wenger, E.
    (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511815355
    https://doi.org/10.1017/CBO9780511815355 [Google Scholar]
  45. Leonard, D., & Gleeson, J.
    (1999) Context and coherence in initial teacher education in Ireland: The place of reflective inquiry. Teacher Development, 3(1), 49–65. doi: 10.1080/13664539900200070
    https://doi.org/10.1080/13664539900200070 [Google Scholar]
  46. Mac Donnacha, S.
    (2005) Staid reatha na scoileanna Gaeltachta 2004: Léargas ó na príomhoidí, na múinteoirí agus na tuismitheoirí [A study of Gaeltacht schools 2004: perspectives from principals, teachers and parents]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  47. Mac Donnacha, S., Ní Shéaghdha, A., Ní Chualáin, F., & Ní Mhainnín, T.
    (2004) Staid reatha na scoileanna Gaeltachta 2004: Tuarascáil don Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta [A study of Gaeltacht schools 2004]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  48. MacBeath, J.
    (2012) Future of teaching profession. Cambridge: Cambridge University, Faculty of Education: Education International Research Institute.
    [Google Scholar]
  49. McGarr, O., & O’Brien, J.
    (2007) Teacher professional development and ICT: An investigation of teachers studying a postgraduate award in ICT in education. Irish Educational Studies, 26(2), 145–162. doi: 10.1080/03323310701295872
    https://doi.org/10.1080/03323310701295872 [Google Scholar]
  50. Moustakas, C.
    (1994) Phenomenological research methods. Thousand Oaks, CA: Sage. doi: 10.4135/9781412995658
    https://doi.org/10.4135/9781412995658 [Google Scholar]
  51. Ní Bhaoill, M., & Ó Duibhir, P.
    (2004) Tús na léitheoireachta i scoileanna Gaeltachta agus lán-Ghaeilge. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  52. Ní Shéaghdha, A.
    (2010) Taighde ar dhea-chleachtais bhunscoile i dtaca le saibhriú/sealbhú agus sóisialú teanga do dhaltaí arb í an Ghaeilge a gcéad teanga. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  53. (2011) Dea-Chleachtais i dTaca le hÁiseanna Teagaisc don Teagasc trí Ghaeilge in iar-bhunscoileanna na Gaeltachta agus lán-Ghaeilge: Tuairimí/ Taithí atá ag Múinteoirí Iar-bhunscoile Gaeltachta/lán-Ghaeilge i dtaca le hÁiseanna Teagaisc don Teagasc trí Ghaeilge agus samplaí de na dea-chleachtais i bhfoirm áiseanna teagaisc atá cruthaithe acu féin. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  54. Ó Duibhir, P., Ní Chuaig, N., Ní Thuairisg, L., & Ó Brolcháin, C.
    (2015) Education provision through minority languages: Review of international research. Dublin: The Department of Education and Skills.
    [Google Scholar]
  55. Ó Duibhir, P.
    (2006) Oideachas agus forbairt ghairmiúil leanúnach múinteoirí i scoileanna Gaeltachta agus lán-Ghaeilge. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  56. Ó Flatharta, P.
    (2007) Struchtúr oideachais na Gaeltachta [Gaeltacht Educational Structure]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  57. Ó Giollagáin, C., & Charlton, M.
    (2015) Nuashonrú ar an Staidéar Cuimsitheach Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht: 2006–2011 [An updated report on the comprehensive linguistic study of the use of Irish in the Gaeltacht]. Na Forbacha, Galway: Údarás na Gaeltachta.
  58. Ó Giollagáin, C., Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A., & O’Brien, M.
    (2007) An staidéar cuimsitheach teangeolaíoch ar úsáid na Gaeilge sa Ghaeltacht [Comprehensive linguistic study of the use of Irish in the Gaeltacht: Principal findings and recommendations]. Dublin: Oifig an tSoláthair.
    [Google Scholar]
  59. Ó hAiniféin, D.
    (2008) An Tumoideachas in Éirinn / Immersion education in Ireland. Dublin: Coiscéim.
    [Google Scholar]
  60. Oifig an tSoláthair
    Oifig an tSoláthair (1926) Coimisiún na Gaeltachta Report. Dublin: Oifig an tSoláthair.
    [Google Scholar]
  61. Oifig an tSoláthair
    Oifig an tSoláthair (1963) Coimisiún um Athbheochan na Gaeilge: Tuarascáil dheiridh [The Irish language revival commission: Final report]. Dublin: Oifig an tSoláthair.
    [Google Scholar]
  62. Ó Laoire, M.
    (2012) Language policy and minority language education: Re-exploring the issues. Language, Culture and Curriculum, 25(1), 17–25. doi: 10.1080/07908318.2011.653055
    https://doi.org/10.1080/07908318.2011.653055 [Google Scholar]
  63. Organisation for Economic Co-operation and Development
    Organisation for Economic Co-operation and Development (2005) Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing.
    [Google Scholar]
  64. Organisation for Economic Co-operation and Development
    Organisation for Economic Co-operation and Development (2009) Teachers’ professional development: Europe in international comparison. OECD Publishing.
    [Google Scholar]
  65. Organisation for Economic Co-operation and Development
    Organisation for Economic Co-operation and Development (2014) TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing.
    [Google Scholar]
  66. O’Toole, C., & Hickey, T.
    (2013) Diagnosing language impairment in bilinguals: Professional experience and perception. Child Language Teaching and Therapy, 29(1) 91–109. doi: 10.1177/0265659012459859
    https://doi.org/10.1177/0265659012459859 [Google Scholar]
  67. Péterváry, T., Ó Curnáin, B., Ó Giollagáin, C. & Sheahan, J.
    (2014) Iniúchadh ar an gcumas dátheangach: an sealbhú teanga i measc ghlúin óg na Gaeltachta / Analysis of bilingual competence: Language acquisition among young people in the Gaeltacht. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
    [Google Scholar]
  68. Peyton, J. K.
    (1997) Professional development of foreign language teachers. ERIC Clearinghouse on Languages and Linguistics Washington DC. Retrieved from https://www.ericdigests.org/1998-2/teachers.htm
  69. Rialtas na hÉireann
    Rialtas na hÉireann (2010) Straitéis 20 bliain don Ghaeilge 2010–2030. [The twenty year strategy for the Irish language 2010–2030]. Dublin: Rialtas na hÉireann.
    [Google Scholar]
  70. Richards, L.
    (2005) Handling qualitative data. Thousand Oaks, CA: Sage.
    [Google Scholar]
  71. Schön, D. A.
    (1991) The reflective turn: Case studies in and on educational practice. New York, NY: Teachers Press, Columbia University.
    [Google Scholar]
  72. Shulman, L. S.
    (1986) Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4–14. doi: 10.3102/0013189X015002004
    https://doi.org/10.3102/0013189X015002004 [Google Scholar]
  73. Sugrue, C.
    (2002) Irish teachers’ experiences of professional learning: Implications for policy and practice. Journal of In-service Education, 28(2), 311–338. doi: 10.1080/13674580200200209
    https://doi.org/10.1080/13674580200200209 [Google Scholar]
  74. Sugrue, C., & Uí Thuama, C.
    (1997) Lifelong learning for teachers in Ireland: Policy, provision and vision. British Journal of In-service Education, 23(1), 55–70. doi: 10.1080/13674589700200004
    https://doi.org/10.1080/13674589700200004 [Google Scholar]
  75. Tamir, P.
    (1991) Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7(3), 263–268. doi: 10.1016/0742‑051X(91)90033‑L
    https://doi.org/10.1016/0742-051X(91)90033-L [Google Scholar]
  76. Tedick, D. J.
    (1996) Combining immersion experiences and pedagogy for language teachers: Lessons learned and changes implemented. Foreign Language Annals, 29(3), 415–427. doi: 10.1111/j.1944‑9720.1996.tb01253.x
    https://doi.org/10.1111/j.1944-9720.1996.tb01253.x [Google Scholar]
  77. The Teaching Council of Ireland
    The Teaching Council of Ireland (2011) Policy on the continuum of teacher education. Retrieved from www.teachingcouncil.ie/en/Publications/Teacher-Education/Policy-on-the-Continuum-of-Teacher-Education.pdf
  78. The Teaching Council of Ireland
    The Teaching Council of Ireland (2012) Code of professional conduct for teachers. Retrieved from www.teachingcouncil.ie/en/Publications/Fitness-to-Teach/Code-of-Professional-Conduct-for-Teachers.pdf
  79. The Teaching Council of Ireland
    The Teaching Council of Ireland (2016) Cosán: Framework for teachers’ learning. Retrieved from www.teachingcouncil.ie/en/Publications/Teacher-Education/Cosan-Framework-for-Teachers-Learning.pdf
  80. Yildirim, R.
    (2008) Adopting communities of practice as a framework for teacher development. InC. Kimble, P. M. Hildreth & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol.1, pp.233–253). Charlotte, NC: Information Age Publishing.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jicb.17005.nit
Loading
/content/journals/10.1075/jicb.17005.nit
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error