Teresa O'Doherty – författare

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

Fifty years ago, in 1967, free education was introduced in Ireland for attendance at second-level schools and great expansion of provision of education at both this and third-level followed. Currently, great interest is developing in this landmark development in Irish history, which was probably the most significant initiative taken in regard to education in Ireland from Independence from Britain in 1922 to the present.This book contributes to the interest generated by this landmark anniversary by tracing the history of teacher preparation in Ireland. It relates to the introduction to the ‘free education’ education scheme introduced in 1967, in that it provides an exposition on the nature of teacher preparation for teaching in primary and second-level schools both before and after the initiative was taken. Thus, it traces the history of teacher preparation through a number of stages; from education for nation-building in the new post-colonial society to partaking in the recent neo-liberal agenda sweeping through education systems throughout the world.This book should be of interest not only to Irish educationists, historians and policy makers, but also to their counterparts internationally, as well as to comparative educationists. It can be seen as providing an exposition which can be used by teacher educators in many parts of the world which they can use to sharpen their perceptions of their own situations through comparison and contrast, provoke ideas for critical discussion, and stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.

The formation of Northern Ireland marked a sharp divergence in policy that had developed throughout the whole of Ireland in the preceding century. Local communal interests helped to drive and shape a unique model of teacher preparation. Teacher Preparation in Northern Ireland examines teacher education across the first century of Northern Ireland’s existence and contextualises this within an account of teacher preparation in pre-partition Ireland. This timely book also looks at the more recent history of the region, with a focus on how infrastructural arrangements have continued to reflect wider divisions in Northern Irish society, whilst also considering how these divisions have been counterbalanced by efforts to bridge the rifts through greater cooperation around both policy and practice. By looking at contemporary developments within the wider historical context, this book will not only be an invaluable text for educationalists, historians and policy makers in Northern Ireland, but also to counterparts internationally and comparative educationalists.

The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context.  Drawing on the works and lives of key figures in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for researchers in the fields of comparative education, theology and the sociology of religion.

This historical narrative focuses on the emergence of teacher education in Zambia. Providing archival material, diverse interpretations, local voices through interview and email, it engages the reader in a complex recipe of viewpoints. It rehearses how teacher education developed from a form of apprenticeship in remote villages to the more centralized 'normal school' in colonial times through to colleges with nationwide catchment and more recently to university accreditation. Schooling as an avenue to social mobility and nation building, the challenges of student centred-learning and the development of teachers as professionals are central themes throughout the text. Also analysed is the nature of education offered at different times and how the teacher and his/her education reflect this, arguing the need for a fundamentally new philosophy of education and a mode of teacher formation in line with it. This book will be an invaluable tool for undergraduate and postgraduate education students, researchers, and practitioners alike, both within and beyond the Zambian and African contexts. It provides rich historical data from which policy makers, historians, and teaching professionals can explore the re-conceptualisation of the role of the teacher as professional rather than as civil servant. Designed to stimulate critical discussion so as to enhance understanding of what effective teaching and teacher education entail and framed by long-term first-hand experience of teacher education in Zambia.

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day.

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860–1920) presided as Resident Commissioner for the Board.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860–1920) presided as Resident Commissioner for the Board.

This book provides an exposition on the professional and cultural life of Patrick Weston Joyce (1827–1914), more popularly known as P.