Reference:

Nic An Bhreithiúnaigh, R. and Keane, E. (2024, November 7-9). Reasons to talk: Fostering dialogue about Irish cultural heritage through bilingual arts practice. International Journal of Art and Design Education Conference, Liverpool, UK.

Abstract:

This research paper explores bilingual arts practice and Irish craft heritage through the medium of the Irish and English language. The research focuses on the practice and partnership between two teacher educators and methodologically is underpinned by an arts-based research approach. It employs bilingual oral interaction, dialogic practice and visual data collection methods including visual journalling to generate data.   This paper presents the data and preliminary analysis of the ongoing research project. 

 

Reference:

Keane, E. (2024, November 7-9). Artist teacher practices and peace ‘making’. International Journal of Art and Design Education Conference, Liverpool, UK.  

Abstract:

Artist-teacher practices are important sites of peace ‘making’. This paper examines the importance of autobiographical work for opening spaces of dialogue and dissensus in learning. Engaging in autobiographical practices is an important part of knowing the self. Crucially, as educators, knowing the self and learning how to know the self becomes an essential part of engaging in and with our relationship with others.  Bringing our work and autobiographies into the world, sharing them as educators and finding ways to express them can be powerful ways of understanding how we see, understand and navigate the world amongst and with others. The aim of this paper is to highlight the importance of autobiographical artistic work, the role of speculative pedagogies for thinking with peace education. The paper considers the relationship between these areas and the value of drawing them together. The paper uses illustrative autobiographical examples from the author’s own practice and investigation of landscape to illustrate connections and new openings and possibilities. 

 

Reference:

Austin, S. (2025, February 21-23). Sustainability at the heart of MIE: An action-packed story of positive change. [Oral Presentation]. 27th Charney Manor Primary Geography Conference, Oxfordshire UK.

Abstract:

Sustainability is enshrined as one of the five pillars of the current Marino Institute Strategic Plan (2021-26). The nine sustainability goals of the plan envision sustainability at the heart of our community, our curriculum and our practice.  Our collective task is to marry the big ideas of sustainability to tangible actions, and we have begun this work through participation in An Taisce’s Green Campus programme. This paper will outline the development of the MIE Action Plan and our progress towards the awarding of our first Green Flag.

The MIE Green Campus Committee is a cross-community committee composed of staff and students across all programmes and departments, and co-chaired by our Sustainability Lead and SU Environmental Officer.  Actions taken toward achieving our goals under the themes of (1) reduced litter and waste, and (2) conservation and promotion of biodiversity include the introduction of a zero landscape waste programme; a campaign for the reduction in single-use cups; development of a campus community garden; promotion of pollinator-friendly practices on campus, including the creation of a Hare’s Corner, Choill Beag and Bee Border.  Partnerships developed through our sustainability work include LEAF Ireland, Compost 4 Schools Ireland, National Transport Authority. Education for Sustainability has been incorporated into all of our programmes, with a specific module on ESD on our Education Studies degree programme, and modules on Inquiry and Environmental care in our BEd and BSc ECE programmes. 

In short, our Green Campus programme provides a positive example of collective action for sustainability, leading progressive change at operational, educational and community levels. It exemplifies successful collaborative action among staff and students, leading to positive outcomes across all measures.

 

Reference:

Murray, S. (2025, February 21-23). Language practices in geography education. [Oral Presentation]. 27th Charney Manor Primary Geography Conference, Oxfordshire UK.

Abstract:

This paper will discuss proposed research on language practices in geography education in immersive education environments. It will examine literature available on how teachers teach language- vocabulary specific terminology through geography lessons in at primary level. The paper will mainly refer to CLIL- content, language, integrated learning and other practices currently used in this sector. It also will refer to proposed doctoral research in this area.

 

Reference:

Naughton, Y. (2025, February 21-23). Being and Becoming – Teaching and Learning Primary Geography. [Oral Presentation]. 27th Charney Manor Primary Geography Conference, Oxfordshire UK.

Abstract:

This paper will discuss my experiences of teaching and learning primary geography, as a primary teacher with 10+ years of experience and novice geography educator, moving from the primary classroom to teacher education. It will examine literature connecting theory and practice concerning the teaching and learning of primary geography, in the context of the primary classroom and ITE settings. This paper will refer to inquiry-based learning in primary geography and opportunities for integrated learning in the primary curriculum. It will also refer to the principles of learning, teaching and assessment in the new primary curriculum framework with a particular focus on learning environments and the key competencies (NCCA, 2023).

 

Reference:

Cronin, C. (2025, May 26-28). From Passive to Purposeful: Redesigning Student Engagement for Belonging and Impact. [Paper Presentation]. European First Year Experience Conference, Leuven, Belgium.

Abstract:

Higher education often relies on passive information delivery, particularly in open days and orientation programmes, where institutions provide information but offer limited opportunities for meaningful engagement. From Passive to Purposeful: Redesigning Student Engagement for Belonging and Impact explores how student interactions can be reimagined to foster connection, belonging, and empowerment.

Using MIE’s Tasters and Tours as a case study, this workshop examines how a more immersive and student-centred experience can transform engagement. The initiative addressed two key challenges:

  • Engagement – Shifting from passive information-sharing to interactive, participatory sessions.
  • Belonging – Helping students envision themselves as part of the MIE community.

To achieve this, Tasters and Tours introduced three core elements:

  1. Interactive Taster Classes – Faculty-led, hands-on sessions encouraging collaboration and exploration.
  2. Student-Led Campus Tours – Providing authentic insights into campus life.
  3. Parent-Free Zones – Creating space for students to engage independently and build confidence.

This workshop will provide participants with a framework to redesign student engagement initiatives in their own contexts. Drawing on insights from Feldt, Gilani, Elspeth Jones, Bell Hooks, and Paulo Freire, the session will challenge attendees to rethink traditional approaches. The Experience Redesign Lab will guide participants through practical exercises to identify passive student interactions and develop actionable strategies for fostering engagement.

By embedding student voices and active participation into institutional practices, this workshop aims to inspire innovative approaches that strengthen belonging and community in higher education.

 

Reference:

Haals Brosnan, M., Chairsrihar Bach, T., Norregaard Hansen, L., Stallard, R. (2025, August 26th-28th). The role of communities of practice and team reflection in inclusive pedagogy. [Conference presentation]. EECERA 2025, Bratislava, Slovakia.

Abstract: 

This paper presents learning from a recent Erasmus+ project, Inclusive and Sustainable Post-Covid Pedagogy (InSCoPe) that established a Community of Practice (CoP), which aimed to explore experiences of how pedagogies that enhances inclusion and equality were balanced with Covid-19 restrictions and how these can be sustained into the future and through other crises. The project builds on frameworks for culturally responsive inclusion (Kurian, 2023) and positive climate creation (Khalfaoui et al., 2020), while also considering educator agency supported through CoP (Matuk et al., 2016; Ernst et al., 2023). InSCoPe supports the Salamanca Statement (1994), which committed UN members to inclusive pedagogy, by fostering environments that enhance social participation.

Framed within a social constructivist paradigm, InSCoPe used video with practitioner-researcher dialogues to facilitate self-reflection and discussions on ECEC practices (Tobin & Hsueh, 2007).

In pursuit of research integrity (Bos, 2020; Lyndon, 2023), issues of power asymmetry were balanced with a reflexive approach, alongside the use of fail-safes such as checking-in with participants and interviews at times that suited participants.

InSCoPe identified key pedagogical practices for inclusion to be sustained into the future

  • Understandings of inclusion is embedded in cultural understandings of pedagogy
  • Small group sizes/ratios, allocation of designated educators to groups, parent-partnerships, peer and sibling relationships, and routines are central to inclusion.
  • Covid-19 measures led to slower, relational, and agentic practice.
  • Professional loneliness and fragmentation of experience negatively impacts inclusive pedagogy

The CoP strengthened educators' professional confidence in inclusive practice, thus highlighting the need for continuous team reflection and shared narratives.

 

Reference:

Haals Brosnan, M., Stallard, R., and O’Donnell, N. (2025, August 26th-28th). Slow pedagogy and inclusive practice: learning from crisis to formulate new pedagogies. [Conference presentation]. EECERA 2025, Bratislava, Slovakia. 

Abstract:

We interrogate the implementation of slow pedagogy in Irish ECEC, and beyond, in the context of the Covid-19 pandemic and consider the alignment of slow pedagogy with inclusive practice. By analysing educators’ lived experience, we contribute theoretically and empirically to the application of slow pedagogy in inclusive ECEC. We build on the concept of nurturing and slow pedagogy (Clark, 2022; French 2019), along with our own research documenting educators’ perceptions of the pandemic's impact on ECEC. Recent literature published in support of the updating of the Irish ECEC curriculum framework presents slow relational pedagogy as pivotal to ECEC (French and McKenna, 2022). Core tenets of such pedagogy align with key priorities in inclusive education (Florian and Beaton, 2018; Cameron and Moss, 2020). Framed within a social-constructivist paradigm, a temporal-sequential design was used and consisted of four ways of semi-structured, online interviews at 3-month intervals in 2021-2022. 11 educators and managers from different settings were included through purpose sampling, based on years of experience and type/location of the setting (rural/urban, private/community). Institutional ethical approval was granted. A reflexive approach and a process of on-going consent helped negate the power dynamic of existing and new relationships. Educators intuitively slowed down to meet children's needs amidst a fast-paced plethora of ever-changing pandemic-required public health measures. This slowing pace facilitated deeper, more meaningful connections between children and educators, resulting in greater child agency and stronger relational practice that enabled more authentic inclusion. The formulation of a strong theoretical framework supports educators in implementing slow pedagogy post-Covid.

 

Reference:

Nic An Bhreithiúnaigh, R. (2025, August 26-29).  Immersion Primary Student Teachers' Dual Identity as Language and Subject Teachers Implementing CLIL in Visual Arts Through the Medium of Irish on School Placement. [Paper presentation]. ATEE Annual Conference, Marino Institute of Education, Dublin.

Abstract:

The immersion education sector in Ireland is flourishing. However, it is acknowledged that immersion teachers need additional competences and L1 programs are reported to be deficient for them. It is in this supply gap that a Bachelor of Education degree through Irish (B.Oid) was started in 2019. This paper published in Léann Teanga: An Réiviú explores the experience and mentality of five student teachers from the B.Oid in relation to their implementation of Content and Language Integrated Learning (CLIL) in Visual Arts on school placement. CLIL is a central pedagogy in the immersion system that focuses on the dual teaching of language and content. The implementation of CLIL is challenging for qualified teachers not to mention student teachers undertaking this complex pedagogy and grapling with their dual identity of being language and subject teachers. This paper focuses on the efforts of student teachers to ensure progress in the target language (Irish) and in the subject (Visual Arts) among learners. Data was collected through focus groups, semi-structred interviews and through analysis of the student teachers’ CLIL planning diaries. Findings show that the student teachers were very focused on teaching ‘language of learning’ or vocabulary in Visual Arts, but needed to focus more on ‘language for learning’ (Coyle et al., 2010) so children could use the language required. The findings recommend that B.Oid students focus their learning outcomes in Visual Arts lessons on development of art concepts, art techniques and looking and reponding to art work using the CLIL triptych. The knowledge provided will help increase the ability of students to attend to CLIL and to their dual identity in Irish medium settings. This paper ensures excellence is brought to the training of Irish medium student teachers, bridging the gap as how best to provide authentic teachers for the immersion education sector.

 

Reference:

Bruce, C. (2025, May 8-9). Work & Welfare: Teachers’ Experience of Stress, Attitudes to Reporting and Awareness of Employee Supports in the Further Education Workplace in Ireland. [Paper Presentation]. Sociology Association of Ireland, UCC, Cork.

Abstract:

According to the Economic & Social Research Institute (ESR1, 2018), the Irish education sector is one where employees are likely to experience occupational stress. This study used semi-structured interviews to examine twenty-one (n=21) teachers’ experience of stress in the Further Education workplace in Ireland. Of the participants, thirteen were female (n=13) and 8 were male (n=8). Data was analysed using thematic analysis and was interpreted using Interpretative Phenomenological Analysis. The study found that 90% of the participants reported