Interrogating Educational Possibilities Through Teacher Education and Development

Session Type: Paper Session

Abstract

Prompted by post-COVID reflection and globalizing forces of educational governance, amongst other factors, many education systems globally are undertaking national policy reviews and redevelopment work. In the Irish context, curriculum redevelopment processes have coincided with teacher education re-accreditation processes, as well as a recently reformed school leadership policy context. At this pivotal point for Irish education, there is an impetus to interrogate the educational possibilities inherent in the reforms addressed in this symposium. Therefore, this symposium centers on the transformative power of teacher education and development in a context of mandated reform, recognising both the pitfalls and potential of recent policy trajectories for practice. Thus, this symposium seeks to collectively explore (i) how conceptualisations of teachers and teacher/ school leaders as researchers and curriculum makers have resulted in an important return to the consideration of teacher agency (Biesta et al. 2015) and (ii) defining the contours, capacities and constraints associated with the ambition of establishing a research-engaged and research-active profession of educators, particularly one which at its core is focused on equity as well as excellence.
When we ask what education spaces free of injustice look like, we must map and acknowledge the role of teachers and teacher leaders in contributing to curricula development, engaging in modes of inquiry, and implementing individual and systems level practices that challenge injustice and forms of oppression. Where teacher education and development are committed to developing teacher agency, leadership, and critical consciousness connected to inclusion and intersectionality, it is possible to form and develop professional priorities and practices borne from imagining the possibility of educational spaces free of injustice, exclusion, and oppression.
The papers in this session represent the range and depth of educational research being conducted by scholars within the Educational Studies Association of Ireland; and particularly in the area of teacher education and development. These papers provide a complementary narrative which begins with teacher-research competency, leading to research-informed and evidence based leadership, and results in curriculum development and systems leadership.
The first paper by Dr Brennan, explores a framework for developing teacher-research competency using both scholarly and empirical research as the evidence base; and raising critical questions about the consistency of message about teacher-research development. The second paper by Dr Murphy considers both pre- and in-service teachers' leadership development through engaging in enquiry, including and spotlighting equity-focused enquiry, as well as school evaluation and leadership development policy priorities. Finally, the third paper by Dr Walsh, uses critical documentary analysis to explore the capacity of teachers as curriculum makers, and the intended and unintended consequences of curriculum reforms on teacher agency. Each author will present for 15-20 minutes individually in the order provided. The discussant will summarise key findings and will facilitate scholarly conversation for the remaining 30 minutes.
This symposium addresses the transformative impact of recent educational reforms in Ireland, coinciding with teacher education re-accreditation, school leadership policy reform, and curriculum redevelopment. The symposium aims to explore the intersection of teacher education, development, and mandated reforms, focusing on the potential and challenges of these policy trajectories, which will be of interest to an international audience.
The papers delve into the crucial role of teachers, teacher leaders and system actors in shaping education during a period of significant policy changes. They emphasize the importance of teacher agency, leadership development, and curriculum making in creating education spaces free of injustice and oppression. Insights provided include a framework for developing teacher-research preparation in ITE, examination of leadership development with a focus on equity, and exploration of teachers' capacity as curriculum makers along with the intended and unintended consequences of curriculum reforms on teacher agency. In so doing, we emphasize the importance of teacher agency, leadership development, and curriculum-making that is informed by a social-justice and equity-focused mission in creating education spaces free of injustice and oppression for teachers and students alike.

Sub Unit

• International Aligned Associations / Educational Studies Association of Ireland - ESAI

Chair

• Aimie Brennan, Marino Institute of Education

Papers

• Preparing Teachers-as-Researchers: A Framework for Conceptualizing Research Preparation in Initial Teacher Education - Aimie Brennan, Marino Institute of Education

• Developing Teachers, Developing Leaders: Relationships Between Research-Engagement, Leadership Development, and School Evaluation - Gavin Murphy, Trinity College Dublin

• Changing Conceptualizations in the Primary School Curriculum in Ireland: Trajectories, Aspirations, and Tensions - Thomas K Walsh, Maynooth University

Discussant

• James P. Spillane, Northwestern University