Transitions Toward Transformation: Exploring Continuing Professional Development for Teachers in Ireland (2 Vols.)

This thesis addresses the question of a national framework for continuing professional development (CPD) for teachers in Ireland. The framework aims to make provision for CPD that would be transformative in its impact on teachers, improving the quality of teaching for the benefit of the young people in the education system and enhancing the personal and professional well-being of teachers. In that context, the literature on adult education as transformative learning was examined in constructing the conceptual framework underpinning the research. Three methods are used to address the research question: a questionnaire survey to teachers, individual interviews with stakeholder representatives and focus group interviews with teachers. In building the foundation for meaningful CPD, the research takes an overview of the teacher’s career, looking at what motivates people to be teachers, how their programmes of initial teacher education prepare them and how they see themselves as professionals in their career. It then goes on to examine teachers’ experiences of CPD to date and the perceived benefits of those experiences. Finally, teachers’ and stakeholders’ thoughts on CPD in the future are examined. The research findings show that, while teachers are highly motivated to work with young people and to make a difference in their lives, a framework for CPD is urgently required if transformation of the profession is to happen. In particular, the research establishes that: a significant number of teachers do not have a strong sense of professional identity: the notion of being lifelong learners has not been internalised by all teachers, albeit that there is much engagement in professional learning; a culture of collaboration among teachers is not yet embedded in schools in Ireland. The areas identified are in need of attention in the context of a CPD framework for teacher transformation. A number of ideas, based on the principles of adult education, are put forward in this thesis to address these areas. Suggestions are also offered in relation to the practicalities of progressing a CPD framework for teachers.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

National University of Ireland Maynooth

Year dc:date.issued

2014

Author dc:creator

• Lawlor, Aine

Language dc:language

en