School of Education (Book Chapters)

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  • Publication
    Bridging worlds: Building a bridge for our educational ecosystem and linking formal and non-formal learning
    (Education Matters, 2021) Connolly, Cornelia; Haslam, Sarah; Campbell, Sean; Brady, Bernadine; O’Regan, Connie; Dolan, Pat; MacRuairc, Gerry
    The Bridging Worlds project, funded by Reinvent Ireland, is an exploratory programme with the ambitious aim of creating a wraparound model linking the formal and non-formal education sectors. It provides a comprehensive educational ecosystem to support young people, teachers, and youth workers and in particular provides proactive provision to support marginalised groups. In the context of Covid-19¿s impact on young people¿s educational experiences, the project aims to bring together the formal and non-formal education sectors in a shared learning initiative.
  • Publication
    A third space: Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL)
    (Springer, Cham, 2022-10-26) Reale, Jean; O’Brien, Emma; Ó Ceallaigh, T. J.; Connolly, Cornelia
    In a rapidly changing educational landscape digital access has become a fundamental need for all learners and educators. Without virtual access to education in March 2020, as a result of the COVID-19 global pandemic, education would have been inaccessible for all. It is in this context of rapidly widening access to digital learning resources that we examine the opportunities for students to become co-creators. Open educational resources (OERs) are central to achieving the creation of a valuable ecosystem for the student, practitioner and educator in which to create and collaborate. This chapter introduces the concept of open and participatory education which provides globally available equal access to collective knowledge. We follow with an explanation of the transition from the passive consumption of technology to students as designers ensuring understanding of the how, where and why learning takes place through the effective use of learner designed OER. The chapter views OER through the Universal Design for Learning (UDL) lens to support the underpinning of inclusive and equitable design for all. The chapter contributes to the theoretically motivated arguments regarding OER and UDL for students and educators at higher education; particularly, it contributes to the discussion of the design of artefacts for learning in formal education and across multiple settings. Furthermore, the chapter highlights the importance of the third space, where we embed UDL design principles in OER design, to establish a supportive technological infrastructure for learning.
  • Publication
    Enhancing K-12 pre-service teachers digital pedagogical literacy lesson planning for teaching online
    (Association for the Advancement of Computing in Education (ACCE), 2020-07) Flynn, Paul
    Lesson planning is an essential component of teacher professional development. COVID-19 has ushered a rapid transition from classroom based teaching to online engagement with K-12 students placing new demands on teachers to apply their lesson planning skills to new digital classroom environments. This paper presents a rationale for innovation in lesson planning for online teaching. Early results from a pilot project indicate that a Rhythmic Approach to lesson planning translated well to online classrooms and facilitated dialogic interactions between teachers and students. In addition nascent challenges associated with the transition from physical to online classrooms were mitigated. Early results and outcomes are relevant to K-12 preservice teachers, teacher educators and established inservice practitioners.
  • Publication
    Research informed teaching in a global pandemic: Opening up schools to research
    (Association for the Advancement of Computing in Education (AACE), 2020-06) Connolly, Cornelia; Hall, Tony; Jones, Sarah-Louise; Procter, Richard
    In the last decade, teacher research has grown in importance across the three i s of the teacher education continuum: initial, induction and in-service. This has been brought into even starker relief with the global spread of COVID-19. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development, open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded project, BRIST, which is developing technology to coordinate and support teacher-research at a European level.
  • Publication
    Mobilising teacher education in Ireland: The MiTE ecosystem for learning by design
    (Bloomsbury Academic, 2020-06-11) Ó Grádaigh, Séan; Mac Mahon, Brendan; Ní Ghuidhir, Sinéad; Hall, Tony
    This chapter outlines an innovative and emergent multilevel initiative in the School of Education, National University of Ireland, Galway, focused on infrastructuring educational transformation in teacher education through the use of mobile learning technologies. We illustrate how the initiative has grown from an innovative programme locally, into a significant, foundational contribution to both a well-established international conference and emerging international network of mobile teacher educators. The initiative, which now encompasses the first international conference in the field (MiTE: Mobile Technology in Teacher Education), originated and was developed through the Máistir Gairmiúil san Oideachas (which translates in English as Professional Master of Education), a national flagship postgraduate degree that prepares teachers to teach a wide range of curriculum subjects (e.g. humanities, sciences, mathematics, etc.) through the medium of the Irish language in Irish second-level schools. We use MiTE in this chapter to describe the innovative ecosystem as a whole, encompassing the internal infrastucturing of the local mobile teacher education programme, and external infrastucturing through the MiTE Conference, EU DEIMP Project and IMoLeNTE International Network of mobile teacher educators. The chapter illustrates how multi-level infrastructuring (Penuel, 2019) underpinned and informed by key theoretical frameworks (e.g. iPAC) can be crucial and helpful to us as educational technology designers and innovators; not only to initiate impactful change, but critically to promote and sustain innovation with mobile technology in teacher education.
  • Publication
    Investigating the effect of scientist demonstrators on primary children's science self-efficacy
    (International Conference New perspectives in Science Education, Edition 7, 2018-03-22) Carroll, Sarah; McCauley, Veronica; Grenon, Muriel; Galway University Foundation; College of Science, National University of Ireland Galway
    Emergent in the literature is the need to increase levels of student engagement in science, with informal science education (ISE) playing a fundamental role. Whilst children find science to be interesting and important to society, children can view science as difficult and not ‘for them’, which can be interpreted as having low Science Self-Efficacy (SSE). SSE is the self-belief an individual has in their own abilities to perform scientific tasks successfully in a given context. There is currently limited extant SSE research focusing on primary school children. Furthermore, children’s SSE has not yet been explored in the Irish context, nor has the influence of scientists on SSE been investigated. Due to the recent rise in ISE initiatives aiming to increase children’s science aspirations, it is necessary to inform providers of informal science education of best practices regarding their influence on children’s SSE. This work describes the design and validation of a novel questionnaire developed to measure 10 to 13 years old children’s SSE beliefs and their sources in the Irish primary school context, including a measurement of perceived scientist demonstrator credibility and competence.
  • Publication
    Initial teacher education in Ireland: Structure, policy developments and implications for practice
    (Bulgarian Comparative Education Society (BCES), 2014) Heinz, Manuela
    This paper aims to provide an overview of recent policy developments in Initial Teacher Education in Ireland, their impact on practices and challenges for ITE providers and schools. It will outline and discuss recruitment and selection processes, recent structural and programme design changes as well as the cultural and political platforms on which teacher education is enacted.
  • Publication
    Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'Boom to Bust' economic times
    (Cambridge University Press, 2017-08-31) Heinz, Manuela; Keane, Elaine; Foley, Conor; |~|6201984|~|
    [No abstract available]
  • Publication
    Autonomous language teaching; Pre-requisite to autonomous language learning
    (Peter Lang, 2012) Farren, Patrick; |~|
    This paper addresses my concern about a lack of coordinated support being offered to student-teachers in the context of the Post Graduate Diploma in Education (PGDE), and about how a more learner-centred approach to language teaching is required. Addressing this concern in the context of my Ph.D. involved examining the impact of autonomous language teaching and learning that made use of the European language Portfolio (ELP) and that inspired the development by me of a professional portfolio. It should be noted that while referring to the ELP this paper focuses on the impact of autonomous language teaching supported by the professional portfolio .A central thesis of the study is that in order for autonomous language learning to take place there must first be autonomous language teaching. First, I outline the context of the study before offering a brief overview of key points that the literature has to say about the European Language Portfolio (ELP) and autonomous language teaching and learning. I outline the action research approach of the study, the data collection process that took place over two years and that involved focus group discussions, semi-structured interviews, and a questionnaire. Year two represents a more focused, and intensive study than year one. Finally the paper offers a summary of the principle findings.
  • Publication
    Masculinities and femininities and secondary schooling: the case for a gender analysis in the postmodern condition
    (Sage, 2006) Davison, Kevin; Frank, Blye; |~|
    No abstract available
  • Publication
    Sexualities, genders, bodies and sport: changing practices of inequity
    (Oxford University Press Canada, 2007) Davison, Kevin; Frank, Blye; |~|
    No abstract available