Exploring the driving force behind Irish primary teacher's motivation in STEM education

Since Minister Bruton's ambitious plan to make Ireland the best education and training service in Europe by 2026, Science, Technology, Engineering and Mathematics (STEM) education has recently been at the centre of important educational conversations (Department of Education 2017a). The DES has set out in its STEM Education Policy Statement (2017a) that all educators in Ireland will receive continuous professional development in STEM education. However, it is now 2023, and the researcher, also a primary teacher, has yet to receive free STEM CPD assigned by the DES. Many teachers in Ireland upskill in various ways with long-term and short-term CPD. Ireland lacks incentives and supports for teachers to upskill in an ever-evolving world of education, especially as the new primary curriculum is at the forefront of education. The desire to research teachers' motives in partaking in a long-term STEM CPD is at the core of this research project, which explicitly studies eight primary teachers undertaking of a Master in Arts in STEM Education. The eight primary teachers were conveniently sampled for this small-scale study. Semi- structured interviews were chosen to extract information in this qualitative study. The findings in this study are unique and hold many recommendations to teachers, policymakers, the DES, and principals to support more teachers in partaking in STEM CPD.N

Study into how school ethos can support teachers to reflect on their values and implement them in their professional development

Introduction This study builds on earlier research about how teachers reflect and what they reflect on. This study explores the relationship between teachers’ values and how values influence the decisions that teachers make. Purpose The aim of this study is to identify how the Patron’s Framework on Ethos supports teachers and how teachers’ values are enacted on a day-to-day basis. The aim is also to explore how and where teachers reflect on their values and actions. Methodology Braun and Clarkes qualitative analysis method was used to generate codes and themes from the data. I invited 6 participants from 3 schools, (2 from each school) to partake in semi-structured interviews. Results The results show that teachers have always relied on their professional values to guide them and develop resilience. Teachers values align with the core values of the ETB. In practice, on a day-to-day basis, teachers, school leaders and schools focus on the values and of their community within which the school is central. These reflected values generate the school’s identity. The ethos framework is useful to provide clarity and supports the already well established core values within schools. Teachers experience of policy around values and wellbeing showed that there while there is a lot of support for students, there are not enough supports for teachers and teachers have to look elsewhere for support, colleagues, family. Time and space to reflect was created by teachers in very creative ways, with limited support from others. Findings also show that support such as wellbeing and ethos for students can develop into a box-ticking exercise in its delivery and students may become more dependant and less resilient as a results. Conclusion The results confirm previous studies that teachers’ values influence how they teach and the decisions they make. The social capital within schools and the wider community that they are situated is relied heavily upon, but this is a resource that is not used to it’s potential with regard to the wider community. Healthy relationships between individuals is central to meaningful reflection. The meaningful, effective teaching of values and wellbeing in schools and how student resilience is affected would require further studies.N

“Tús maith, leath na hoibre” Droichead na foghlama a thógáil ón naíonra go dtí an ghaelscoil: iniúchadh ar chritéir ratha

Sa tráchtas seo, déanadh iniúchadh ar na féidearthachtaí a ghabhann in earnáil oideachais na luath-óige ar phlean teanga aontaithe a fhorbairt, rud a bhronnfadh agus a chinnteodh caighdeán aontaithe Gaeilge agus páistí ag aistriú ón naíonra ag an mbunscoil. Mar chuid den taighde, pléadh na buntáistí agus dúshláin a luíonn sa ghort ar an ngaol agus nasc idir an dá shuíomh gaeloideachais a láidriú agus a threisiú, ar mhaithe le cumasú agus éascú a dhéanamh ar fhorbairt chleachtais comhoibríoch. Tugadh spléachadh ar na buntáistí a ghabhann leis an gcur chuige seo i scéim aistrithe áitiúil a fhorbairt chomh maith, a éascódh aistriú sásúil, dearfach don pháiste agus a chabhródh leo dearcadh dearfach a ghnóthú ar oideachas. Chuige sin, bailíodh sonraí i bhfoirm ceistneora ó stiúrthóirí naíonraí agus ó mhúinteoirí na ranganna naíonán. Fuarthas tuiscint níos doimhne ar na treochtaí trí phróiseas agallaimh a bhunú le ceisteanna réamhullmhaithe agus le ceisteanna a d’eascair ón agallamh féin. Déanadh seisiúin bhreathnóireachta ansin le tríantánú a chinntiú agus pictiúr iomlán den ghort a ghnóthú. Sa chaoi seo, bailíodh eolas cáinníochtúil agus cáilíochtúil le léargas níos doimhne a fháil ar na dúshláin a mhothaítear sa ghort agus leis na féidearthachtaí sa chur chuige a thomhais. Sonraíonn an taighde seo an easpa teangmhála a bhíonn idir an dá shuíomh gaeloideachais, ach mar ábhar dóchais, áfach, léirítear chomh maith an dearcadh dearfach a mhothaítear i measc oideachasóirí ar an ngaol a láidriú agus cleachtas comhoibríoch a fhorbairt. Táthar ag súil go mbeadh moltaí an taighde seo ina gcabhair d’oideachasóirí, do lucht deartha curaclaim agus do phlé ar an ábhar seo sa ghort le cleachtas éifeachtach comhoibríoch a fhorbairt agus le plean réalaíoch teanga a bhunú, ag éascú sealbhú na Gaeilge sna luath-óige.N

“They can definitely feel the panic when they arrive at your door”- a mixed methods investigation into recently qualified teachers’ sense of ‘readiness’ to teach English as an additional language learners based on their experiences from initial teacher education in Ireland

With the increased migration to Ireland in the last twenty years, primary schools have seen a drastic change to the linguistic landscape in their classrooms. Therefore, primary school teachers have had to adapt their teachings of language to include their English as an Additional Language Learners (EALLs) who, for the most part, are experiencing English for the first time. This research study sought to build upon the findings of Bracken et al. (2012) who surveyed student teacher in Marino Institute of Education and St. Mary’s college, Belfast to gain their opinions on their preparation to teach English as an Additional Language learners during their time in Initial Teacher Education. Through the lens of Bandura’s (1997) theory of Teacher Self-efficacy and pragmatic paradigm, this mixed method research study utilised a mixture of online questionnaires with 50 participants and 4 semi-structured interviews. The aim of the study was to understand Recently Qualified Teachers’ sense of ‘readiness’ to teach EALLs based upon their experience of Initial Teacher Education (ITE) colleges across the Republic of Ireland. Findings indicated that overall, there was a sense of uncertainty and lack of preparedness shared amongst the teachers. They called for mandatory modules in teaching English as an Additional Language (EAL), and more careful planning of school placement to include more diverse settings to prepare them to teach EALLs. This research study has indicated that ITE colleges are providing certain provisions to prepare their student teachers to teach EAL, but there remains work to be done to ensure that they feel ready to teach EALLs.N

Curating accessible music concerts for young children in the community

Very young children have a natural predisposition towards music and, despite their age, are capable of focused listening, understanding, and engaging with music in meaningful ways. Between birth and six years however, youngsters are often excluded from music events. When these experiences are carefully curated, they can provide a beneficial and transformative experience for both child and parent. This study examined designing accessible music events for the under sixes in the community in collaboration with parents. It sought to understand how best to actively engage young children so that they can profit from such rich musical experiences and to explore if such concerts are valuable to families and the community in the future. This was a qualitative research project, which included initial focus groups, two music concerts designed in collaboration with parents, followed by in-depth interviews. Results show that the majority of respondents placed great value in music and were invested in finding quality music activities for their offspring. Overall parents felt that the provision of music events and activities for this age group was inadequate in their area. Some of the barriers encountered by respondents were lack of availability, cost, lack of information, poor facilities, and fear of disturbing others. Feedback regarding the concerts was very positive, and according to parents, these events have a beneficial part to play in the future.N

Imscrúdú ar na dea-chleachtais agus dearcthaí atá ag múinteoirí agus páistí i leith na Gaeilge i scoileanna lán-Bhéarla

Tugtar le fios i gcáipéisí agus taighde náisiúnta go mbíonn deacrachtaí ann maidir le múineadh agus foghlaim na Gaeilge i scoileanna lán-Bhéarla agus go mbíonn saineolaithe buartha faoi dhul chun cinn na Gaeilge sna scoileanna sin (An Roinn Oideachais 2020; Hislop 2018; An Roinn Oideachais agus Eolaíochta 2007). Ó thaithí an taighdeora, bíonn dearcthaí difriúla ag páistí agus múinteoirí araon i leith na Gaeilge. Bíonn dea-chleachtais éifeachtacha in úsáid ag múinteoirí freisin agus is fiú iad a thaifead. Is í aidhm an taighde seo ná na dearcthaí atá ag múinteoirí agus páistí i scoileanna lán- Bhéarla a iniúchadh. Teastaíonn ón taighdeoir na dea-chleachtais a bhíonn in úsáid ag múinteoirí a thaifead chomh maith leis na riachtanais atá i scoileanna lán-Bhéarla leis an nGaeilge a mhúineadh go héifeachtach. Teastaíonn ón taighdeoir léargas a fháil ar na riachtanais atá sna scoileanna T2 sin leis an nGaeilge a chur chun cinn. Déantar mórcheist agus ceisteanna leabaithe an taighde a iniúchadh faoin bparadaím thógachaíoch. Bailítear sonraí an taighde trí úsáid a bhaint as modhanna measctha. Úsáidtear ceistneoirí ar líne, agallaimh leath-structúrtha agus grúpaí fócais leis na sonraí a bhailiú. Tugtar le fios sa taighde seo go bhfuil bearnaí sa taighde náisiúnta maidir le múineadh na Gaeilge. Léirítear le fios ann freisin go bhfuil páistí agus múinteoirí ann atá dearfach i leith na Gaeilge. Taispeántar go bhfuil múnteoirí agus páistí ann atá ag iarraidh feabhas a chur ar a gcuid Gaeilge ach nach bhfuil na tacaíochtaí oiriúnacha ar fáil dóibh. Táthar ag súil go mbeidh an taighde seo cabhrach dóibh siúd a bhíonn ag cur le múineadh na Gaeilge i scoileanna lán-Bhéarla. Táthar ag súil freisin go mbeidh na dea-chleachtais a luaitear sa taighde cabhrach do mhúinteoirí na Gaeilge i scoileanna lán-Bhéarla.N

The impact of a guided dance intervention on the emotional regulation of female primary school pupils

This study explores the impact of a guided dance interven7on on the emo7onal regula7on of female primary school pupils. Wellbeing has been a key area of discourse within the educa7on realm of recent 7mes as the redeveloped ‘Primary Curriculum Framework for Primary and Special Schools’ (Department of Educa7on 2023) has been gradually introduced. Furthermore, all schools have been asked to engage with ‘School Self-Evalua7on (SSE)’ in the area of ‘Wellbeing’ before 2025, reinforcing its importance and focus in educa7on at present. Wellbeing over the last two decades has progressed hugely within educa7on especially with the publica7on of various policies and educa7onal frameworks to support and develop children’s wellbeing competencies. This redeveloped curriculum framework has introduced ‘Wellbeing’ as one of the five broad curricular areas. It will encompass the two subject areas of Social Personal and Health Educa7on (SPHE) and Physical Educa7on (PE). There are natural opportuni7es for integra7on between these subject areas, par7cularly with regard to dance. Disappoin7ngly, there is a paucity of evidence-informed interven7ons in Ireland integra7ng these two subject areas. This study adopted a pragma7c paradigm using a mixed methods approach. It examined the effects of a six-week guided dance interven7on, with one hundred and thirty eight pupils, in five third and fourth classes, in an all-girls suburban primary school in Dublin, Ireland. A pre-experimental design, one group, pre-test/post-test study design structure was implemented. Pupils repor7ng of their emo7onal status was recorded using a researcherdesigned ‘Dance Exercise Journal’ which used the emo7onal categories from the ‘Zones of Regula6on’ curriculum (Kuypers 2011). The quan7ta7ve data gathered was analysed using MicrosoX Excel soXware. Three months post interven7on, a randomised sample of six pupils par7cipated in a focus group discussion. Braun and Clarke’s six phases of qualita7ve data analysis (2006) was used. Results from the study found that a guided dance interven7on when conducted with a specific cohort of primary school aged girls has a posi7ve impact on emo7onal regula7on and overall mood. Pupils demonstrated a strong ability to ar7culate their feelings and how their emo7ons affect their learning. In light of the posi7ve results of this study further research in this area would be advantageous to bolster the current findings.N

Iniúchadh ar shainriachtanais príomhoidí nuacheaptha i mbunscoileanna lán-ghaeilge i bpoblacht na hÉireann

Tugann an taighde seo faoi iniúchadh a dhéanamh ar shainriachtanais príomhoidí nuacheaptha i mbunscoileanna lán-Ghaeilge i bPoblacht na hÉireann. Aithnítear go forleathan an tábhacht a bhaineann le ceannaireacht scoile éifeachtach agus an tionchar a imríonn sí ar ghnóthachtáil daltaí (Fullan, 2006). Thabharfadh an litríocht idirnáisiúnta ar shuímh thumoideachais le fios go n-éilíonn an sainchomhthéacs áirithe seo tacaíochtaí ar leith (Ó Ceallaigh agus Ní Shéaghdha, 2017; 2021a&b.) Léiríonn an taighde go mbaineann dúshláin ar leith le tréimhse athraithe príomhoideachta (Ritchie, 2020) agus aithnítear an gá le tacaíochtaí a chur ar fáil do phríomhoidí nuacheaptha (CSL, 2021). Baineann easpa taighde le taithí príomhoidí nuacheaptha i mbunscoileanna lán-Ghaeilge áfach, agus tugadh faoi thaighde a dhéanamh chun léargas a fháil ar thaithí phríomhoidí i luathbhlianta a ról, i mbunscoileanna lán-Ghaeilge, le patrúin agus treochtaí a aithint chun go bhféadfaí tabhairt faoi shainriachtanais an ghrúpa seo a thuiscint níos fearr. Cíortar litríocht náisiúnta agus idirnáisiúnta mar a bhaineann le sainchomhthéacs an tumoideachais, le hinbhuanaitheacht róil an phríomhoide, leis an tréimhse athraithe príomhoideachta agus leis an próiseas féinmheastóireachta scoile. Baineadh leas as modhanna measctha le sonraí a bhailiú ó shampla breisitheach de phríomhoidí a oibríonn i scoileanna lán-Ghailge a gceapadh iad le trí bliana anuas. Úsáideadh uirlisí an cheistneora agus agallaimh leathstruchtúrtha chun iniúchadh a dhéanamh ar thaithí na rannpháirtithe ar luathbhlianta a ról. Aibhsíodh tábhacht agus tionchar an tsainchomhthéacs go seasmhach i dtorthaí an cheistneora agus na n-agallaimh leathstruchtúrtha araon. Aithníodh mórtheamaí áirithe mar chonclúidí ginearálta agus pléitear roinnt moltaí mar a bhaineann le: Tosca Spreagtha; Ullmhacht agus Forbairt Acmhainn na Ceannaireachta; Réamhullmhúcháin; Pleanáil Chomharbais agus an tAistriú Cumhachta agus Eolais; Forbairt Ghairmiúil Leanúnach; Tábhacht an Líonraithe; agus Dúshláin don Phríomhoide Lán-Ghaeilge. Táthar ag súil go mbeidh torthaí an taighde seo úsáideach do lucht déanta beartais, pátrúin scoileanna, eagraíochtaí tacaíochta do phríomhoidí, eagraíochtaí tacaíochta do scoileanna lán-Ghaeilge, lucht deartha chlár forbartha gairmiúla leanúnaigh agus do phríomhoidí lán-Ghaeilge iad féin.N

Cén ról atá ag cleachtais saorscríbhneoireachta chun guth an fhoghlaimeora teanga T2 i rang 1 a léiriú

Díríonn an staidéar seo ar an scríbhneoireacht go sonrach ag fiosrú na ceiste taighde “Cén ról atá ag cleachtais saorscríbhneoireachta chun guth an fhoghlaimeora teanga T2 i Rang 1 a léiriú?” agus ag súil le tionchar na saorscríbhneoireachta ar chur in iúl a gcuid smaointe i gcás daltaí Rang 1 SLG. Rinne an staidéar seo imscrúdú ar an tionchar a bhíonn ag seisiúin rialta saorscríbhneoireachta ar chumas daltaí a nguth a chur in iúl i scríbhneoireacht sa dara teanga. Rinneadh anailís chun an gaol idir tréithe gutha i samplaí scríbhneoireachta agus measúnuithe éagsúla scríbhneoireachta agus teanga a fhiosrú. Scrúdaíodh freisin na topaicí a roghnaíodh don scríbhneoireacht agus na leibhéil sásaimh féintuairiscithe le linn seisiúin saorscríbhneoireachta. Léirigh na torthaí comhghaol dearfach idir tréithe cumas gutha agus scríbhneoireachta, cumas léitheoireachta, ullmhacht chun scríobh, litriú, tascanna neamhspleácha scríbhneoireachta focal, agus cruinneas deachtóireachta. Tugann na torthaí seo léargais luachmhara ar na buntáistí a d’fhéadfadh a bheith ag idirghabhálacha saorscríbhneoireachta chun cur in iúl gutha a chothú agus chun scileanna scríbhneoireachta a fheabhsú i bhfoghlaim na dara teanga.N

Oideachas Speisialta i SLG – an gcothaítear eispéireas ionchuimsitheach oideachais do pháistí le RSO

Tugtar faoi deara go bhfuil feabhas tagtha ar na tacaíochtaí atá curtha ar fáil do pháistí le Riachtanais Speisialta Oideachais i scoileanna lán-Ghaeilge. Cruthaíonn sé seo go bhfuil an Roinn Oideachais ag déanamh iarracht oideachas ionchuimsitheach a chruthú do pháistí le RSO. Ní bhaineann scothroghnacha leis an oideachas a thuilleadh agus glactar agus cuirtear fáilte roimh gach páiste i ngach suíomh oideachasúil, scoileanna LG san áireamh. Bíonn leisce ar thuismitheoirí páistí le RSO a chlárú i SLG de bharr go gcreidtear nach mbeadh na páistí seo ábalta do SLG. Caithfear na tuismitheoirí a spreagadh chun oideachais trí mheán na Gaeilge a roghnú dá bpáistí. an taighde seo muinín do thuismitheoirí sa chóras lán-Ghaeilge do gach páiste le beag beann ar a gcumas oideachais . Sa taighde tánaisteach seo, déantar anailís ar an ábhar taighde trí léirbhreithniú comhtháite a dhéanamh ar an litríocht. Sa léirbhreithniú insinte déantar anailís ar an taighde atá déanta ag saineolaithe aitheanta sa ghort go náisiúnta agus go hidirnáisiúnta ar an tslí go bhfuil béim ag na tacaíochtaí atá curtha ar fáil do pháistí le RSO i SLG chun chóras ionchuimsitheach a chruthú do pháistí le RSO. Sa léirbhreithniú córasach tuairiscítear an bhearna ó thaobh na mbuntáistí a bhaineann le hoideachas trí mheán na Gaeilge a bheith léirithe do thuismitheoirí agus an t-eolas a bheith curtha ar fáil dóibh i gcáipéis eolais nuair atá tuismitheoirí ag plé a rogha scoile le múinteoirí nó le príomhoidí. Cé go bhfuil taighde ann a léiríonn go bhfuil an t-oideachas trí mheán na Gaeilge oiriúnach do pháistí le RSO níl treoir ag na múinteoirí chun na fíricí a roinnt leis na tuismitheoirí chun iad a spreagadh i dtreo rogha an tumoideachais Táthar ag súil go mbeidh an taighde seo, agus na moltaí a chuirtear ar fail, mar acmhainn ag an ROS agus scoileanna lán-Ghaeilge chun tacú le meon dearfach an phobail a chruthú maidir leis an tumoideachas do pháistí le RSO agus chun na tacaíochtaí atá curtha ar fáil do pháistí le RSO a fhorbairt níos mó.N