Pub Date : 2023-10-26DOI: 10.1080/03323315.2023.2270564
Brendan Tangney, Carina Girvan, Eilís Ní Chorcora, Aibhín Bray
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these issues, at secondary school level, through the promotion of the use of a pedagogical model designed to support the teaching of 21C skills and an associated approach to teacher professional development (PD). Using a comparative methodology two research questions are addressed.
{"title":"Overcoming barriers to teaching 21C skills: the Bridge21 approach","authors":"Brendan Tangney, Carina Girvan, Eilís Ní Chorcora, Aibhín Bray","doi":"10.1080/03323315.2023.2270564","DOIUrl":"https://doi.org/10.1080/03323315.2023.2270564","url":null,"abstract":"The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these issues, at secondary school level, through the promotion of the use of a pedagogical model designed to support the teaching of 21C skills and an associated approach to teacher professional development (PD). Using a comparative methodology two research questions are addressed.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"37 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134905535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/03323315.2023.2269902
Esayas Teshome Taddese
AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers’ professional practices based on the experience of primary school teachers in Ethiopia. The study adopted a constructivist orientation, which prompted the use of qualitative methods of inquiry, and data were collected through eighteen one-to-one interviews and three focus group discussions (FGDs). The findings indicated that implementing mandated teacher collaboration might be helpful in the early stages of teacher collaboration as a starter from which a voluntary and authentic collaborative culture emerges, yet it is not necessarily a good thing once collaborative practices are well initiated. That means, despite its potential for fostering teacher professional learning, mandated collaboration can be a threat to the professional autonomy of teachers; it can also intensify conflict, nurture groupthink, and promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher professional learningprimary schoolprofessional developmentEthiopia Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEsayas Teshome TaddeseDr. Esayas Teshome Taddese (ኢሳያስ ተሾመ ታደሰ) is a lecturer in Faculty of Education and Humanities at UNITAR International University, Malaysia. He received his Ph.D. in Comparative Education from Northeast Normal University in People’s Republic of China in 2023. His research interests lie in the areas of teacher education, teacher professional development, pedagogy, and comparative education.
{"title":"The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers","authors":"Esayas Teshome Taddese","doi":"10.1080/03323315.2023.2269902","DOIUrl":"https://doi.org/10.1080/03323315.2023.2269902","url":null,"abstract":"AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers’ professional practices based on the experience of primary school teachers in Ethiopia. The study adopted a constructivist orientation, which prompted the use of qualitative methods of inquiry, and data were collected through eighteen one-to-one interviews and three focus group discussions (FGDs). The findings indicated that implementing mandated teacher collaboration might be helpful in the early stages of teacher collaboration as a starter from which a voluntary and authentic collaborative culture emerges, yet it is not necessarily a good thing once collaborative practices are well initiated. That means, despite its potential for fostering teacher professional learning, mandated collaboration can be a threat to the professional autonomy of teachers; it can also intensify conflict, nurture groupthink, and promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher professional learningprimary schoolprofessional developmentEthiopia Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEsayas Teshome TaddeseDr. Esayas Teshome Taddese (ኢሳያስ ተሾመ ታደሰ) is a lecturer in Faculty of Education and Humanities at UNITAR International University, Malaysia. He received his Ph.D. in Comparative Education from Northeast Normal University in People’s Republic of China in 2023. His research interests lie in the areas of teacher education, teacher professional development, pedagogy, and comparative education.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/03323315.2023.2258118
Jim Gleeson
Through the lens of successive Department of Education and Science (DES) Statements of Strategy (1997–2021) the author considers the evolution of Irish education policy making from the perspectives of New Public Management (NPM) and the public value paradigm. In the context of changing international and national environments, the Strategic Management Initiative (SMI), introduced in 1994, was rooted in NPM principles and characterised by performance indicators, measurable outcomes/outputs, and value for money. However, more recent strategy statements have been predicated on vision, a whole-of-system approach, and values that include learning as a public good, and wellbeing. This evolution occurred in an environment where social partnership has been a constant feature. Following consideration of the main contours of ten SSs, and discussion of the relevant antecedents and the move towards public value, some unresolved issues are briefly identified in the concluding remarks.
{"title":"From New Public Management to public value: Irish education policy through the lens of Statements of Strategy","authors":"Jim Gleeson","doi":"10.1080/03323315.2023.2258118","DOIUrl":"https://doi.org/10.1080/03323315.2023.2258118","url":null,"abstract":"Through the lens of successive Department of Education and Science (DES) Statements of Strategy (1997–2021) the author considers the evolution of Irish education policy making from the perspectives of New Public Management (NPM) and the public value paradigm. In the context of changing international and national environments, the Strategic Management Initiative (SMI), introduced in 1994, was rooted in NPM principles and characterised by performance indicators, measurable outcomes/outputs, and value for money. However, more recent strategy statements have been predicated on vision, a whole-of-system approach, and values that include learning as a public good, and wellbeing. This evolution occurred in an environment where social partnership has been a constant feature. Following consideration of the main contours of ten SSs, and discussion of the relevant antecedents and the move towards public value, some unresolved issues are briefly identified in the concluding remarks.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"875 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/03323315.2023.2260379
J. M. Mancini
This paper analyses adolescent active transport (AT) to education in Ireland. In Ireland, there is broad consensus that commuting by walking and cycling can be advantageous to health, learning, and reducing traffic congestion and transport emissions. Thus Irish decision-makers, building on academic literature that claims that AT follows population size and density without considering the placement of schools, frequently propose ‘behavioural change’ among urban children as the primary means to overcome low AT. However decision-makers rarely investigate children's actual behaviour as commuters to education, consult children's commuting data, or consider the impact of school provision on AT. This paper challenges these approaches. Employing data reported by Irish teenagers to Census 2016 and 2011, it shows that AT does not follow population size or density but does follow educational provision including the provision of inclusive schools not segregated by religion, gender, or ability to pay.
{"title":"Census and sustainability: school provision, urban teenagers, and unequal access to active transport in the Republic of Ireland","authors":"J. M. Mancini","doi":"10.1080/03323315.2023.2260379","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260379","url":null,"abstract":"This paper analyses adolescent active transport (AT) to education in Ireland. In Ireland, there is broad consensus that commuting by walking and cycling can be advantageous to health, learning, and reducing traffic congestion and transport emissions. Thus Irish decision-makers, building on academic literature that claims that AT follows population size and density without considering the placement of schools, frequently propose ‘behavioural change’ among urban children as the primary means to overcome low AT. However decision-makers rarely investigate children's actual behaviour as commuters to education, consult children's commuting data, or consider the impact of school provision on AT. This paper challenges these approaches. Employing data reported by Irish teenagers to Census 2016 and 2011, it shows that AT does not follow population size or density but does follow educational provision including the provision of inclusive schools not segregated by religion, gender, or ability to pay.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"27 18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/03323315.2023.2256552
Aoife Hennessy, Kieran Murphy
The importance of student engagement is long recognised. Students who are more engaged will be more motivated and inclined to complete their studies. The aim of this study is to understand barriers to engagement for first-year computing students, a cohort that traditionally have high non-progression rates. A qualitative descriptive design was adopted. Retrospective impressions of students’ experience were sought through focus group sessions with students who have completed their first year of studies, with a view to understanding how barriers to engagement may be contributing to issues around non-progression and retention. Data were analysed using reflexive thematic analysis. Two superordinate themes emerged: Academic preparedness of the different student groups and The student lecturer dynamic. This study has highlighted the need for third level to cater for a diverse student landscape and the importance of fostering a sense of community between students, staff and institutions at large. The study also provides some insight into enhancing student engagement.
{"title":"Barriers to student engagement","authors":"Aoife Hennessy, Kieran Murphy","doi":"10.1080/03323315.2023.2256552","DOIUrl":"https://doi.org/10.1080/03323315.2023.2256552","url":null,"abstract":"The importance of student engagement is long recognised. Students who are more engaged will be more motivated and inclined to complete their studies. The aim of this study is to understand barriers to engagement for first-year computing students, a cohort that traditionally have high non-progression rates. A qualitative descriptive design was adopted. Retrospective impressions of students’ experience were sought through focus group sessions with students who have completed their first year of studies, with a view to understanding how barriers to engagement may be contributing to issues around non-progression and retention. Data were analysed using reflexive thematic analysis. Two superordinate themes emerged: Academic preparedness of the different student groups and The student lecturer dynamic. This study has highlighted the need for third level to cater for a diverse student landscape and the importance of fostering a sense of community between students, staff and institutions at large. The study also provides some insight into enhancing student engagement.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/03323315.2023.2261910
Dr Annemarie Doran
"Navigating the maze: challenges faced by early career researchers." Irish Educational Studies, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDr Annemarie DoranDr Annemarie Doran is a Lecturer in Education and a member of the Post-Primary Programme Team in Hibernia College. She has been teaching since 2002 at post-primary and also lectures part-time at third level at Trinity College Dublin. Dr Doran was awarded the first ever Early Career Research Award by the ESAI in April 2022 for the significant contribution that early career researchers make to educational knowledge and practice, both in Ireland and further afield. She was also a recipient of the John Coolahan Research Support Framework, enabling her to strengthen the link between research, policy and practice while engaging in collaboration with other stakeholders in education. Her research interests include Leadership, Wellbeing and Educational Policy.
{"title":"Navigating the maze: challenges faced by early career researchers","authors":"Dr Annemarie Doran","doi":"10.1080/03323315.2023.2261910","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261910","url":null,"abstract":"\"Navigating the maze: challenges faced by early career researchers.\" Irish Educational Studies, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDr Annemarie DoranDr Annemarie Doran is a Lecturer in Education and a member of the Post-Primary Programme Team in Hibernia College. She has been teaching since 2002 at post-primary and also lectures part-time at third level at Trinity College Dublin. Dr Doran was awarded the first ever Early Career Research Award by the ESAI in April 2022 for the significant contribution that early career researchers make to educational knowledge and practice, both in Ireland and further afield. She was also a recipient of the John Coolahan Research Support Framework, enabling her to strengthen the link between research, policy and practice while engaging in collaboration with other stakeholders in education. Her research interests include Leadership, Wellbeing and Educational Policy.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136012545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/03323315.2023.2265365
Tony Hall
"In history and education, from the Munster Blackwater to the Indian Ocean: an autoethnography." Irish Educational Studies, ahead-of-print(ahead-of-print), pp. 1–2
“在历史和教育方面，从明斯特黑水到印度洋:一本自我民族志。”《爱尔兰教育研究》，出版前第1-2页
{"title":"In history and education, from the Munster Blackwater to the Indian Ocean: an autoethnography <b>In history and education, from the Munster Blackwater to the Indian Ocean: an autoethnography</b> , by Tom O’Donoghue, Newcastle upon Tyne: Cambridge Scholars Publishing, 2021, 240 pp., £61.99 (Hardback), ISBN: 978-1-5275-7452-6; £25.99 (Paperback), ISBN: 978-1-5275-7453-3","authors":"Tony Hall","doi":"10.1080/03323315.2023.2265365","DOIUrl":"https://doi.org/10.1080/03323315.2023.2265365","url":null,"abstract":"\"In history and education, from the Munster Blackwater to the Indian Ocean: an autoethnography.\" Irish Educational Studies, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/03323315.2023.2266688
Sarah Collins, Sheila Garrity
Education for sustainable development (ESD) prepares learners for global citizenship. It is considered the great hope through which Anthropogenic destruction can be halted and a sustainable future created. In Ireland, relevant State departments suggest Aistear, The Early Childhood Curriculum Framework, supports ESD in Early Childhood Education and Care (ECEC) practice. However, there is an absence of research concerning how or if Irish educators are facilitating ESD in ECEC. Bringing a children’s rights lens and systems-perspective, this article reports on a quantitative study framed within the Irish policy context. It offers first insight into educators’ practices and engagement with ESD in ECEC. Findings reveal educators feel inadequately prepared to facilitate ESD; they are either unsure or do not believe Aistear contains ESD content or facilitates their practice in this area. When viewed through a systematic lens missed opportunities to realise the goal of ESD in Irish ECEC are evident. It is highly probable large discrepancies exist in ESD implementation. This article joins other voices calling for the current updating of Aistear to ensure the presence of ESD. The implementation of the revised framework must include robust training, as, at present educators lack a foundation on which to base their ESD practice.
{"title":"Early childhood educators’ understanding of education for sustainable development","authors":"Sarah Collins, Sheila Garrity","doi":"10.1080/03323315.2023.2266688","DOIUrl":"https://doi.org/10.1080/03323315.2023.2266688","url":null,"abstract":"Education for sustainable development (ESD) prepares learners for global citizenship. It is considered the great hope through which Anthropogenic destruction can be halted and a sustainable future created. In Ireland, relevant State departments suggest Aistear, The Early Childhood Curriculum Framework, supports ESD in Early Childhood Education and Care (ECEC) practice. However, there is an absence of research concerning how or if Irish educators are facilitating ESD in ECEC. Bringing a children’s rights lens and systems-perspective, this article reports on a quantitative study framed within the Irish policy context. It offers first insight into educators’ practices and engagement with ESD in ECEC. Findings reveal educators feel inadequately prepared to facilitate ESD; they are either unsure or do not believe Aistear contains ESD content or facilitates their practice in this area. When viewed through a systematic lens missed opportunities to realise the goal of ESD in Irish ECEC are evident. It is highly probable large discrepancies exist in ESD implementation. This article joins other voices calling for the current updating of Aistear to ensure the presence of ESD. The implementation of the revised framework must include robust training, as, at present educators lack a foundation on which to base their ESD practice.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/03323315.2023.2265342
Sarah Prestridge, Conor Mc Guckin, Aideen Hunter, Tony Hall
ABSTRACTThis paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication process.KEYWORDS: Early career researcherjournal articleJournal publishingjournal writing Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah PrestridgeSarah Prestridge Associate Professor Digital Pedagogies. Conor Mc Guckin Associate Professor Education. Aideen Hunter Lecturer School of Education. Tony Hall Professor Director of Educational Design Research.
摘要本文为早期科研人员和导师构建期刊论文提供了参考。文章的每个部分都提供了策略，参考早期职业研究人员通常做得很好的元素，以及他们可以加强写作的方法。本文还给出了学术作者建立和保持弹性的策略，并使用游戏的类比来探索出版过程。关键词:早期职业研究者;期刊文章;期刊出版;其他信息撰稿人备注sarah Prestridge sarah Prestridge副教授数字教育学。康纳·麦古金，教育学副教授。Aideen Hunter教育学院讲师。托尼·霍尔教授，教育设计研究主任。
{"title":"Mastering the writing game: practical insights for early career researchers and supervisors","authors":"Sarah Prestridge, Conor Mc Guckin, Aideen Hunter, Tony Hall","doi":"10.1080/03323315.2023.2265342","DOIUrl":"https://doi.org/10.1080/03323315.2023.2265342","url":null,"abstract":"ABSTRACTThis paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication process.KEYWORDS: Early career researcherjournal articleJournal publishingjournal writing Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah PrestridgeSarah Prestridge Associate Professor Digital Pedagogies. Conor Mc Guckin Associate Professor Education. Aideen Hunter Lecturer School of Education. Tony Hall Professor Director of Educational Design Research.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-08DOI: 10.1080/03323315.2023.2261431
Jinmin Cho, Manuela Heinz, Jungui Choi
This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers’ experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. Our findings demonstrate the central role of teachers’ beliefs and future-oriented agency in the construction and implementation of religious education which does not always follow prescribed confessional or secular-neutral approaches.
{"title":"Religious education in Catholic schools in Ireland and South Korea: complex layers of diversity, policy and teacher agency","authors":"Jinmin Cho, Manuela Heinz, Jungui Choi","doi":"10.1080/03323315.2023.2261431","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261431","url":null,"abstract":"This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers’ experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. Our findings demonstrate the central role of teachers’ beliefs and future-oriented agency in the construction and implementation of religious education which does not always follow prescribed confessional or secular-neutral approaches.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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