Prof. Teresa O’Doherty was appointed President of Marino Institute of Education in May 2018 and an Adjunct Professor, School of Education, Trinity College Dublin in 2020.
A teacher educator and scholar for more than twenty-five years, Prof O’Doherty qualified as a primary teacher in 1984 (Mary Immaculate College Limerick).
She completed her Master’s in Education at NUI Maynooth in 1989 and was awarded her PhD in Education from the University of Limerick in 1997. She taught initially in O’Hely and O’Rourke Girls’ National School, Kilmallock (1984-1991) before being appointed to An Mhodh Scoil, Bealach Uí Chonaill, Luimneach (1991-1997).
Prof O’Doherty held a permanent lectureship in Education and the position of Assistant Dean, Research for the College of Education at the University of Limerick from 1997-2003 and was appointed Senior Lecturer at Mary Immaculate College Limerick in 2003. She became Principal Lecturer and Head of the Faculty of Education there in 2005, a position she held until her appointment to MIE.
Prof. O’Doherty is a member of a wide range of academic, professional and administrative committees at a regional and national level. She was appointed by the Cabinet as a member of the State Examinations’ Commission (2015-2022). She is the President of the Education Studies Association of Ireland (ESAI) (2020-2022) and a former Co-Chair of the Standing Conference of Teacher Education, North and South (SCoTENS, 2009-2013). She has held external examiner appointments in Scotland, Northern Ireland, England and Ireland, and is currently an External Examiner at the Institute of Education, University College London. She is a member of the Institute of Directors and holds a postgraduate Diploma in Company Direction.
Prof O’Doherty’s research interests are in the area of teacher education and the history of education. Her recent publications include:
O’Doherty, T. and O’Donoghue, T. (2021) Radical Reform in Irish Schools, 1900-1922: The ‘New Education’ Turn. Switzerland: Palgrave Macmillan.
O’Donoghue, T. and O’Doherty, T. (2019) Irish Speakers and Schooling in the Gaeltacht, 1900 to the Present. Switzerland: Palgrave Macmillan.
Farren, S., Clarke, L. and O’Doherty, T (2019) Teacher Preparation in Northern Ireland: History, Policy and Future Directions. Bingley: Emerald Publishing.
O’Donoghue, T., Harford, J, and O’Doherty, T. (2017) Teacher Education in Ireland: History, Policy and Future Directions. Bingley: Emerald Publishing.
Teacher Education Group (2016) Teacher Education in times of change. Bristol University: Policy Press.
O’Doherty, T. (2020) The mission of Catholic Education in a secularizing age: a view from Ireland. Catholic Education: The Mission of Catholic Schools. The Vatican: Congregation for Catholic Education.
O’Doherty, T. (2019) ‘Reconstructing Teacher Preparation in Ireland and the Foundation Disciplines of Education’. In O’Donoghue, T. and Clarke, S. (Eds), New Directions in Research on Education Reconstruction in Challenging Circumstances. Queen’s University, Kingston, Canada: Theory and History of Education (THE) Monograph Series.
O’Doherty, T. and Harford, J. (2017) ‘Building Partnerships in Irish Teacher Education – A Case Study’. In M. Peters, B. Cowie, I. Menter (Eds), A Companion to Research in Teacher Education. Springer Netherlands.
O’Doherty, T. (2016) ‘Teacher Education in the Republic of Ireland: A challenging and changing landscape’. In Teacher Education Group. Teacher Education in times of change. Bristol University: Policy Press, pp. 125-141.
Peer Reviewed Journals
O'Donoghue, T. and O'Doherty, T. (2021) Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s, Espacio Tiempo y Educacion (vol 8, no.1), https://www.espaciotiempoyeducacion.com/ojs/index.php/ete
Clarke, L., Galvin, C., Campbell, M., Cowan, P., Hall, K., McGuinness, G., O’Doherty T., Purdy, N., and Abbott, L. (2020) Assessing the Value of SCOTENS as a Cross-Border Professional Learning Network in Ireland using the Wenger-Trayner value-creation framework, Oxford Review of Education, https://doi.org/10.1080/03054985.2020.1835624
Clarke, L. and O’Doherty, T. (2020) The professional place of teachers on the island of Ireland: truth flourishes where the student’s lamp has shone, European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1844660
Madalińska-Michalak, J., O’Doherty, T. and Assunção Flores, M. (2018) Teachers and teacher education in uncertain times, European Journal of Teacher Education, 41:5, 567-571, DOI: 10.1080/02619768.2018.1532024
O’Doherty, T. and Harford, J. (2018) Teacher recruitment: reflections from Ireland on the current crisis in teacher supply. European Journal of Teacher Education, 41(5):654-669.
Harford, J. and O' Doherty, T. (2016) 'The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland'. Centre for Educational Policy Studies Journal, 6:3, 37-58.
O’Doherty, T. (2014) Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy. Center for Educational Policy Studies Journal, 4: 4, 29-49.
Special Issue Editor
European Journal of Teacher Education (2018) 41:5, Madalińska-Michalak, J., O’Doherty, T. and Assunção Flores, M. (eds) ‘Teachers and teacher education in uncertain times’. DOI: 10.1080/02619768.2018.1532024
Education Research and Perspectives (2018) Vol. 45. O’Doherty, T. ‘Education for all’. www.erpjournal.net.
Education Research and Perspectives (2019) Vol. 46. O’Doherty, T. ‘Studies on Aspects of Teacher Education’. www.erpjournal.net
Editor of Book Series
O’Doherty, T., O’Donoghue, T. and Harford, J. Series editors of Emerald Studies in Teacher Preparation in National and Global Contexts.
Teacher preparation is currently one of the most pressing and topical issue in the field of education research. This series deals with questions such as how teachers are prepared, what the content of their programmes of preparation is; how their effectiveness is assessed, and what the role of the ‘good’ teacher is in society. These questions are at the forefront of policy agendas around the world. This series presents robust, critical research studies in the broad field of teacher preparation historically, with attention also being given to current policy and future directions. Most books in the series will focus on an individual country, providing a comprehensive overview of the history of teacher preparation in that country while also making connections between the past and present and informing discussions on possible future directions.
Publications within this series include:
Ávalos, B. (2020) Historical Development of Teacher Education in Chile: Facts, Policies and Issues. Bingley: Emerald Publishing.
Bruno-Jofré, R. &Stafford, J. (2020) The Peripatetic Journey of Teacher Preparation in Canada. Bingley: Emerald Publishing.
Shanks, R. (2020) Teacher Preparation in Scotland. Bingley: Emerald Publishing.
Carmody, B.P. (2020) The Emergence of Teacher Education in Zambia. Bingley: Emerald Publishing.
O’Donoghue, T. and Moore, K. (2019) Teacher Preparation in Australia: History, Policy and Future Directions. Bingley: Emerald Publishing.
Chisholm, L. (2019) Teacher Preparation in South Africa: History, Policy and Future Directions. Bingley: Emerald Publishing.
Rymarz, R. (2019) Catholic Teacher Preparation: Historical and Contemporary Perspectives on Preparing for Mission. Bingley: Emerald Publishing.
Farren, S., Clarke, L., O’Doherty, T. (2019) Teacher Preparation in Northern Ireland: History, Policy and Future Directions. Bingley: Emerald Publishing.
Fitzgerald, T. & Knipe, S. (2019) Historical Perspectives on Teacher Preparation in Aotearoa New Zealand: Tensions and Continuities. Bingley: Emerald Publishing.
O’Donoghue, T. and O’Doherty, T. (2019) ‘You don’t want to be a Gaelic dafty in this town’: memories of first-language speakers of Irish on their schooling in Irish-speaking districts, 1922-1965’. UK History of Education Annual Conference, UCL, London, 7-9 November.
O’Doherty, T. (2019) Teacher preparation in Ireland – the ‘universitisation’ and the geography of the initial teacher education. International Standing Conference for the History of Education, Porto, 16-20 July.
Clarke, L., Campbell, M., Cowan, P., Galvin, C., O’Doherty, T., and Purdy, N. (2019) ‘The value of a Cross-Border professional learning network in Ireland - from the Good Friday Agreement to Brexit: Looking backward to look forward’ at the Educational Studies Association of Ireland Conference, Sligo. 13 April.
O’Doherty, T. (2019) Invited keynote presentation, ‘Given the growing cultural disengagement from faith based institutions, what should be the unique value of a vibrant Catholic education?’ at the Alliance for Catholic Education (ACE), conference on the Contemporary Issues Facing Catholic Schools (USA, England & Ireland) at the Notre Dame Global Gateway in London, 12-14 March.
O’Doherty, T. (2018) Reform of second level education in Ireland in the 1960s: evolution or revolution? British Education Research Association, Northumbria University, Newcastle, 12 September.
O’Doherty, T. (2018) ‘European Perspectives on Quality in Teacher Education’. Invited Keynote Address, Policy Dialogue on Teacher Education with Southern Mediterranean Countries, European Commission DG Education, Youth, Sport and Culture, Brussels, 9 July.
O’Doherty, T., Harford, J. and O’Donoghue, T. (2018) ‘Recruiting and educating the best teachers: reflections from Ireland’. Minho University, Braga, Portugal, 17 May.
O’Doherty, T. and Hall, K. (2018) ‘SCoTENS as a learning organization; institutional and agency linkages to shape better understanding of principles and practice in teacher education’. American Education Research Association Conference, New York. 13-17 April.
O’Doherty, T. (2018) ‘Teacher Education as a Form of Higher Learning: The Irish Experience in Retrospect and Prospect, 1960-2005’. Dublin, Education Studies Association of Ireland, UCD, 6 April.
O’Doherty, T and Stephenson, J. (2018) European Methodological Framework for Facilitating Teachers’ Collaborative Learning (EFFeCT 2015- 2018): Presentation to the Working Party on Erasmus+ and student mobility, European Parliament, 21 February.