O’Sullivan, J. & Devitt, A. (2023, April 2-4). A proactive and preventive approach to early literacy intervention.  [Paper presentation]. The World Literacy Summit, University of Oxford, Oxford.

Abstract:

Assessment of early reading skills is crucial if teachers are to identify and reach children potentially ‘at risk’ for later reading difficulties. Early identification is vital in order to provide these children with the evidence-based interventions they need as early as possible to help prevent future difficulties. Often a ‘wait to fail’ approach is adopted with children having to display a difficulty with reading before they are supported by the interventions they badly need. However, the longer we leave intervention, the more problematic it becomes. Research demonstrates that it can take up to four times longer to intervene with an 8-year-old child than it does with a 4-year-old. At present, a team of colleagues are developing a digital tool to assess children’s phonemic awareness skills and letter knowledge (ALPACA). These skills are well supported in the research literature as predictors of later reading ability. It is hoped that the time-efficient manner and the ease of usability of the digital tool will promote the assessment of young children in schools. We are currently working with a range of schools both within Ireland and abroad and we are currently trialing the tool over the course of the current school year. It is hoped that this digital tool will become a crucial support for teachers in identifying young children who may be ‘at risk’ for future reading difficulties in order to provide them with the support and interventions needed as early as possible.

Young, A.-M., Ní Dhuinn, M., Mitchell, E., Ó Conaill, N., & Uí Choistealbha, J. (2023, April 13-16). Transformation within the Teacher Education Practicum: Breaking tradition, taking risks, embracing change using a Mezirow framework. [Paper presentation]. American Educational Research Association (AERA) Conference, Division K, Teaching and Teacher Education, Chicago.

Abstract:

This paper draws on research conducted by Irish Teacher Educator researchers on the ‘disorienting dilemmas’, disruptions and challenges faced in working with Pre-Service Teachers on the Teacher Preparation Practicum during the Pandemic. It focuses specifically on how COVID-19 shaped and transformed their lived experiences as Teacher Educators and transformed the practicum landscape. The research was scaffolded by a Mezirow Transformative Learning framework that enabled the research team to locate their disorienting dilemmas, map transformative experiences and critically reflect on the learning and new meanings formed through various iterations of transformation. A Rolfe et al framework was used to present findings from data generated through online surveys, focus groups and reflections and inform future possibilities/sustainable changes within the Practicum.

Brennan, A. (2023, May 8-10). Fostering deeper engagement with sociology of education in initial teacher education. [Paper presentation]. Teacher Education Policy in Europe Conference, Karlstad University, Sweden.

Abstract:

This poster presents mixed method data from 138 students, within initial teacher education in Ireland. The data explores students’ engagement with the Sociology of Education during their ITE programme. Based on a thematic analysis of the data, we find that changes to ITE curriculum and structure have affected student-teacher experiences, understandings of education, and conceptualisations of what it means to be a teacher. We reflect on the value of possibly modelling transdisciplinary integration which may offer opportunities to promote and value sociological learning, particularly, its application to teaching and most especially for students’ own longer-term professional development; and reflect on the implications of our findings for the structure and design of initial teacher education.

Fiorentini, C.M. (2023, May 11-12). CoSTaR: Communities of Student Teachers as Readers. [Paper presentation]. TEAN: Teacher Education Advancement Network. Conference, Manchester, United Kingdon.

Abstract:

Reading is a complex and dynamic process that involves a depth of knowledge and a myriad of sophisticated skills which teachers need to master themselves, as well as teach to others. To the untrained eye, the read-aloud may appear easy, thus leading to misconceptions regarding its potency and the imperative for specific professional acumen to execute such an approach skilfully. The research literature is clear that for read-alouds to positively impact students’ reading abilities, teachers must carefully plan for them to be effective (Kerry-Moran, 2016; Wright, 2018-2019). Factors, such as teacher knowledge, confidence, the use of varied pedagogy, and planning are key to getting the most out of reading aloud. Alongside these aspects, the quantity of opportunities provided matters immensely, however the quality of the experience within these opportunities matters even more so (Trelease & Giorgis, 2019). 

The CoSTaR Project is an innovative, cross-border initiative between two Initial Teacher Education (ITE) institutions on the island of Ireland, specifically designed for first year student teachers. A self-selected sample was garnered from the entire first year cohort in both jurisdictions. The duration of the study was one academic year. The fundamental goal of this project was to facilitate the establishment of a community of practice around purposeful and effective read-aloud methodologies in the primary setting. It was designed to support, coach, and guide student teachers in shaping their identity as reading teachers who utilize read-aloud methodologies impactfully, from the beginning of their careers. This was facilitated through a series of on-line, dialogic workshops, student-led, drop-in clinics, and collaborative, planning sessions. Practice was then embedded within school placements. Data was collected via pre- and post-project questionnaires, journal responses following each guided and student-led session and lessons taught as well as a creative response to the overall project. In addition, the research team engaged in practices of self-study (Schuck & Russell, 2005; LaBoskey, 2004) through the keeping of reflective journals. 

Tentative results reveal that participants’ conceptual understanding of the read-aloud methodology has expanded to encompass a much more complex and dynamic interplay between teacher and pupils. This emerged alongside a realisation that a wide and detailed ‘book’ knowledge is required to deliberately plan and artfully teach using the read-aloud approach. In other words, participants’ read-aloud identities began to shift from being merely deliverers of stories to knowledgeable and skilled artisans. 

Dobutowitsch, M. (2023, June 15-17). One Size fits Nobody: Screen time rules and parental concerns. [Paper presentation]. International Froebel Society Conference, Maynooth University.

Abstract:

While digital tools are perceived as enhancing and future-oriented in educational spaces, discourses in the home circles around screen time, rules, and limits. Advice does not always acknowledge the heterogeny of parents’ attitudes towards digital devices. The study aimed to explore parents’ attitudes and strategies of navigating their children’s engagement with screens. Data are based on semi-structured interviews (n = 12) with caregivers of children (age range 7-12). About half of the children attended state schools (n = 7), the other half attended Steiner schools (n = 5). Analysis showed that the level of access and rules around screen time varied significantly across families. Concerns include inappropriate content and contact, and displacement. Parents’ strategies to navigate their children’s engagement with devices range from restriction, protection, to dialogue, highlighting the parent-child relationship as a core element in the decision-making process. The balancing of concern is a matching process which can be captured through the lens of cognitive dissonance (Festinger, 1957). This can also account for the heterogeneous nature of attitudes and strategies.

References:

Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.

Barry, L. (2023, June 12-16). Chaplaincy: Embracing and Inhabiting Liminality. On the Boundary – Mind, Nature, Fragility. [Workshop presentation]. Conference of European University Chaplains (CEUC). Järvenpää, Finland.

Abstract:

‘Recognising the spiritual as an essential part of the human and educational experience, Chaplaincy contributes to the pastoral care and integral well-being of all those who share in the life of the third level community.’ (The purpose of chaplaincy as agreed by CN3 in 2012).

In this workshop, I would like to introduce you to chaplaincy at third level in Ireland – the unique context of Marino Institute of Education (MIE), and the important historical tradition and space I inhabit.