Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative

Lynch, Raymond; Hennessy, Jennifer; Gleeson, Jim

doi:10.1080/03323315.2013.854453

Cited by 9 publications

(10 citation statements)

References 37 publications

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“…Bernstein’s (1990, 2000) concept of ‘pedagogic discourse’ marks the social relationship between teachers and pupils, constructs the knowledge and skills to be required, and also the social identities and orientations to meaning for learners (Bourne, 2008), but is largely shaped by the activities within the arenas and the relative autonomies within and between the arenas (Bernstein and Solomon, 1999). Irish teachers have long enjoyed ‘legendary autonomy’ (Conway, 2002; Conway et al., 2014; Lynch and Mannix, 2014; Murphy, 2011; Sugrue, 2002;), and rely heavily on craft knowledge (Day, 2005; Gleeson, 2012; Kiely, cited in Lynch et al., 2013; Sexton, 2007; Sugrue, 1997), and it is therefore plausible that the ‘recontextualisation’ of official knowledge in classrooms by teachers (Wheelahan, 2005) is a practice that occurs among Irish teachers, and perhaps in DEIS classrooms for the purpose of social control (Singh, 2002). Thus, ‘official pedagogic discourse’ (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…Bernstein repeatedly argued that successful learning depends upon weak framing (Morais, 2002) but the framing of knowledge in Irish schools can be seen as strong. The ‘backwash effect’ the Leaving Certificate has on pedagogy in Irish schools is well documented (Aysel, 2012; Coolahan, 2003; Hanafin, 2014; Hyland, 2011; Lynch et al., 2013; O’Mahoney and Heinz, 2016; Smyth and Banks, 2012); the result of this backwash being that traditional ‘chalk and talk’, didactic lessons with ‘too much of an emphasis on textbooks’ (Sugrue, 2011: 803) are offered at the expense of active learning activities such as project work and group work. Exam-year students showing a preference for these types of lessons (Smyth and Banks, 2012) is symbolic of the position the Leaving Certificate holds in Irish society, but in DEIS schools there is a desire among students for varied pedagogies as opposed to just copying notes from the board and reading books (McCoy and Byrne, 2011).…”

Section: How Important Are Linguistics In Irish Education?mentioning

confidence: 99%

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The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

Skerritt

2017

Irish Journal of Sociology

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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.

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Section: Resultsmentioning

confidence: 99%

Section: How Important Are Linguistics In Irish Education?mentioning

confidence: 99%

The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

Skerritt

2017

Irish Journal of Sociology

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“…The pressures of the examination system in Irish post-primary schools is undoubtedly a factor in the use of such a metaphor. Several commentators and research studies have noted the 'backwash' effect of the examinations system on the nature of pedagogy used in Irish post-primary classrooms (Lynch et al, 2013;NCCA, 2007) and it is easy to see how such demands can influence how teachers (and students) talk about learning and project work in schools which can determine the metaphors they adopt to describe it.…”

Section: Discussionmentioning

confidence: 99%

“…Technology-related subjects include such project work where students are given a 'real-life' brief or problem to solve such as designing a children's toy, as well as preparing for written terminal examinations. A students' performance in the Leaving Certificate determines entry into third-level education, and as a result, senior cycle education in post-primary schools has been criticised for several decades as being too examination focused (Lynch et al, 2013). This focus on the terminal exams, and achieving the highest grades possible, has arguably stifled pedagogical innovation and shaped how students experience subjects particularly in the coursework elements of the examination process discussed previously.…”

Section: Context Of the Studymentioning

confidence: 99%

Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’

Lane

McGarr

Nicholl

2022

Int J Technol Des Educ

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Research relating to the nature and purpose of ‘design’ activity across education sectors has accelerated in recent years as governments and policy makers throughout the world highlight the importance of skills such as creative problem-solving and innovation. Within secondary schools, responsibility for teaching and learning through design is often assigned to Technology and Engineering subjects, however, gaps tend to exist in relation to what different teachers understand and experience about the teaching and learning of problem-solving and design in their classrooms. In this exploratory study, a small group of practicing secondary school teachers completed a one day training workshop where they were introduced to new knowledge and pedagogical skills relating to design problem-solving using a classroom intervention called ‘Designing Our Tomorrow’. The teachers participated in a focus group discussion before and after the workshop in which they discussed their experiences in teaching design. Conceptual Metaphor Theory (CMT) (Lakoff & Johnson Metaphors we live, University of Chicago Press, 1980) was employed to highlight the figures of speech used by the teachers during the focus groups and from these a number of conceptual metaphors were identified that described their understandings and experiences of teaching design problem-solving. In synthesizing the broad theoretical base relating to understandings of design problem-solving and CMT together with the findings from the one day professional development workshop, the paper highlights the potential value for researchers in using CMT to unpack teachers' views on how design problem-solving is taught and learned in schools. Finally, the paper reveals a potential new space to inform and evaluate future professional development of Technology teachers, particularly where the focus is on complex and difficult to define concepts such as design and problem-solving.

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“…The work of Lynch, Hennessy, and Gleeson (2013) provides an argument for the development of a charter teacher initiative to accredit the professionalism of experienced and accomplished teachers in Ireland. In the study, the current situation of the teaching profession was examined based on the findings obtained from Irish and international studies.…”

Section: Related Researchmentioning

confidence: 99%

Formation of the professional status of teachers on the basis of a synergetic approach to the organisation of methodological work

Kabulovna

Altayevna

Kamalovich

2022

CJES

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The purpose of this research is to receive teacher opinions on the formation of the professional status of teachers on the basis of a synergistic approach to the organisation of methodological work. This research was created in accordance with the qualitative research method. The study group of the research consisted of 40 primary schoolteachers working in various primary schools in Almaty, Kazakhstan, in the 2021–2022 academic year. The data of the research were collected with a semi-structured interview form developed by the researchers. As a result of the research, the majority of primary schoolteachers participating in the research stated that teachers’ behaviour in accordance with the ethical principles of the profession, providing a qualified teaching education, transforming them into a profession with high economic returns and improving their personal rights are factors that positively affect the status of the teaching profession. The majority of primary schoolteachers participating in the research evaluated the low economic return of the profession, the insufficient personal rights of the profession, the lack of appreciation of the teacher in the education system and the high expectation from the teacher as factors that negatively affect the status of the teaching profession. The majority of primary schoolteachers participating in the research determined that developing the reorganisation of teacher training policies, providing professional motivation in-service trainings for teachers, creating a sharing platform for teachers and working to improve the perception of society in a positive way are suggestions for the formation of the professional status of teachers on the basis of a synergetic approach to the organisation of methodological work. Keywords: Occupational status, teaching profession, teacher opinions;

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Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative

Abstract: The following paper presents an argument for the development of an Irish Chartered

Cited by 9 publications

References 37 publications

The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’

Formation of the professional status of teachers on the basis of a synergetic approach to the organisation of methodological work

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