M ONOPOLIZACIÓN , C OMPETENCIA E I NVERSIÓN

Initial teacher education in Ireland is provided by a number of higher education institutions, most of which are state supported. One private college is state accredited for the provision of teacher education. Both concurrent (undergraduate) and consecutive (postgraduate) models of initial teacher education (ITE) are and were available in Ireland. The vast majority of post- primary teachers in the system hold a postgraduate diploma in education while the vast majority of primary teachers completed a 3-year BEd. Concurrent courses are common for post-primary teachers of specialised subjects with a strong practical component such as art, physical education, music, home economics, technology, etc. (e.g. 4 year BEd Sport Studies and Physical Education; BSc in Physical Education; BSc(Ed) in Materials and Construction Technology) (Conway et al., 2009). More recently there has been an on-going process of mergers and alliances forming between some ITE providers, following the recommendations of the ‘Review of the Structure of Initial Teacher Education Provision in Ireland’ (DES, 2012). Further details on the numbers of student teachers for each provider, taken from the review, are reproduced in Appendix 3. Over the past five years all programmes of initial teacher education were required to extend the period of training. All concurrent (undergraduate) programmes of initial teacher education, must be of four years’ duration and all consecutive (postgraduate) programmes of initial teacher education must be of two years’ duration. The latter was also redesigned as a masters degree – Professional Master of Education (PME).

There are also post-graduate programmes for primary teachers and again these programmes are of two years’ duration and lead to a PME. Since 2012/2013, all undergraduate programmes of initial teacher education are four or five years in duration, and from September 2014, all postgraduate programmes are of two years’ duration.

Along with the extended duration of the period of initial teacher education is the

reconceptualisation of the educational experience itself. A key principle of the new provision across all programmes is the closer integration, than previously, of theory and practice and in this regard the school placement element of the redesigned programmes is pivotal.

All programmes are required to have an extended period of school placement and the school itself is viewed as fundamental to the acquisition of an inquiry-oriented professional stance. While the HEIs have the ultimate responsibility for the programmes, schools and experienced teachers are encouraged to serve as effective mentors and co-operating teachers and school- university partnerships are essential to this agenda. Both the co-operating teacher and the HEI tutor are expected to collaborate and share expertise in fostering the student teacher’s learning. In this context the Teaching Council (2011a, p. 15) is encouraging ‘new and innovative school placement models’ and new kinds of relationships across co-operating teachers, HEI tutors and student teachers. While school placement was part of initial teacher education for many decades and teacher education providers have a long history of involvement with schools, relationships and partnerships were usually informal and based on goodwill. In the current context partnerships are becoming more explicit and formal with some providers developing memoranda of

understanding (MoUs) with their schools although goodwill remains a key feature. Overall, the view of initial teacher education in the new policy context is one that is professionally and academically enriching and which lays the foundation for the teacher as a lifelong learner. A key understanding now in teacher education is that it is not enough for student

teachers to have more time in school, important though that is; rather, the requirement is that student teachers have the opportunity to observe experienced teachers teaching and to have opportunities to discuss their observations with mentors/co-operating teachers, HEI tutors and fellow students. In other words, the new policy is one where student teachers are positioned as learners (as well as teachers) while they are in school. The extensive literature on professional learning demonstrates that for high quality learning and competence to be achieved some key elements need to be in place. With particular reference to initial teacher education, McNamara

et al. (in Murray & Passy, 2014, p. 502) summarise these as follows: ‘a communal learning culture

within the school in which students are valued … participation in a well-planned, rich and flexible variety of activities balanced between organisation and individual needs; the availability of time and space for quality learning opportunities and experiences to occur, and then further time to reflect upon them, and finally, teaching colleagues who undertake support roles and challenge learners’. The current reforms in initial teacher education promoted by the Teaching Council conform to this research base. The nomenclature itself – school placement, replacing teaching practice – is telling in the new arrangements: it emphasises the need for student teachers to gain an understanding and experience of the wider culture and practices in a school. A more broadly based experience is thus expected beyond direct teaching.

Regardless of the type of programme (concurrent, consecutive or primary, post primary) all students have to spend a considerable period of time in school during their initial teacher education course. This involves engaging in teaching, observation and participating in a range of school activities. The School Placement Guidelines (Teaching Council, 2013) state that ‘over the full programme, the school-based element must incorporate, at a minimum, 100 hours of direct teaching experience … it is expected that HEIs and schools will work towards a position where student teachers will gain direct teaching experience in the region of 200 to 250 hours’ (p.12). Typically, a student teacher on an undergraduate programme spends about 24 weeks on school placement. A student on a two-year postgraduate programme spends 30 weeks of that programme in schools. In all cases, the Council requires that the second half of the programme should include at least one block placement for a minimum of 10 weeks. Within those

requirements, programme providers have flexibility in determining the duration, structure and timing of the school-based element and thus can have regard for local circumstances. Student teachers are expected to participate fully in the life of the school and over their programme must be placed in at least two contrasting placement settings. They are expected to have experience of teaching at a variety of levels of the system (e.g. classes at upper and lower primary level if becoming a primary teacher). Students are observed and assessed by their HEI tutors.

While there is no formal structured or paid mentoring scheme in operation for the mentor/ co-operating teacher, and schools provide assistance to student teachers on a voluntary basis, HEIs typically offer guidance, run information days, and other forms of support to build capacity to respond to the new requirements. Among the activities a student teacher may participate in during placement (along with direct teaching of a designated class) are the following: structured observation and feedback, professional conversations with experienced teachers, and, critical reflection on practice. In the context of the theme of this study, also listed are the following activities: learning support and resource teaching, supported engagement with other professionals and with parents.

All students have to produce an inquiry-oriented study focusing on practice as a preparation for career-long commitment to research and reflective practice.