『Inside Education - a podcast for educators interested in teaching』のカバーアート

Inside Education - a podcast for educators interested in teaching

Inside Education - a podcast for educators interested in teaching

著者： Sean Delaney
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 An Irish perspective on education for all who value teachingCopyright © 2023 Sean Delaney. All rights reserved.
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  • Podcast 436, Dr. Conall Ó Breacháin on Teacher Agency and Curriculum Change (15-9-25)

    Podcast 436, Dr. Conall Ó Breacháin on Teacher Agency and Curriculum Change (15-9-25)
    2025/09/15

    My guest on this podcast is Dr. Conall Ó Breacháin from the School of Language, Literacy and Early Childhood Education in Dublin City University. Among the topics we discuss in this episode are:

    • Differences between 1999 language curricula and the 2016 language curriculum in Ireland (e.g. focus on plurilingualism and the transfer of skills is a noticeable difference in emphasis in the redeveloped curriculum, broad learning outcomes versus learning objectives in 1999). He refers to the work of Jim Cummins who featured on Inside Education in Episode 15 and Episode 16.
    • How learning one language can help the learning of another.
    • Was there a need to change the 1999 curriculum when “it was working fine”?
    • Finding the right degree of innovation in curriculum change.
    • The importance of providing teachers with a timeline for proposed change and a plan for how teachers will be supported around the change.
    • Why teachers typically don’t ask for curriculum change.
    • The most underrated ideas in the redeveloped language curriculum – digital literacy? Plurilingualism?
    • What is meant by the term “knowledgeability,” a term used by Anthony Giddens
    • What teacher agency is.
    • The difference between teacher agency and teacher autonomy
    • A practical example of teacher agency applied to a problem of teaching reading
    • Agency is a conceptual framework to understand how people act in the structures within which they are acting.
    • Ethical and unethical agency
    • Challenges of measuring agency
    • Questions Conall still has about teacher agency
    • How teachers can influence one another in their practice
    • Changing the culture of a school and the role of leadership (wherever it comes from)
    • “Connecting” to a curriculum (current or previous)
    • Associating curriculum with accountability.
    • Analogy: Changing curriculum is like servicing an airplane mid-flight – “It’s not like [teachers] get a six-month sabbatical to get their heads around” a new curriculum before implementing it.
    • The process of writing the dissertation
    • Gert Biesta (qualification, socialisation and subjectification) on Inside Education 356 and Inside Education 357.
    • Catherine Snow on Inside Education 184 and Inside Education 185.
    • Nell Duke
    • Ciaran Sugrue Curriculum and Ideology
    • The difference between educating pre-service and practising teachers.
    • We Cut Corners (http://wecutcorners.net/)
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    56 分
  • Podcast 435, Dr. Claire Dunne on Teaching Irish (10-3-25)

    Podcast 435, Dr. Claire Dunne on Teaching Irish (10-3-25)
    2025/03/10

    Presented and produced by Seán Delaney.

    My guest on the podcast today is my colleague, Dr. Claire Dunne, from the Marino Institute of Education. Among the topics we discussed were:

    • Why learning another language gives you another window on the world.
    • Why literacy is crucial for those who speak minoritised languages so that they can have widespread access to texts in the language.
    • Why should people learn Irish, when in most cases it is not required for communication purposes?
    • What the Irish language has in common with Cant and Irish Sign Language.
    • How older people in Wales are incentivised to learn Welsh and share it with younger people.
    • People’s favourite memories of learning Irish (including creative applications, the arts and the relationship with the teacher).
    • The positive impact parents can have in showing an interest in a child’s learning of Irish
    • Setting targets for what you want to learn in the language (e.g. tell a joke, sing a song)
    • Identifying good practice in the teaching of Irish (e.g. board games, more time in the yard)
    • Resources are available from An tÁisaonad in Belfast.
    • The importance of practitioners sharing with each other experiences of what works [in the teaching of Irish].
    • Resources available on COGG (including the report on good practice in the teaching of Irish).
    • The importance of giving older children responsibility as a way to motivate their interest in the language; give them a reason to improve their Irish.
    • More suggestions: Going to the Gaeltacht for a night; starting a reading club in Irish.
    • Universal Design for Learning contrasted with differentiating learning.
    • Different ways to practise teaching language related to clothes.
    • Handbook titled “An Ghaeilge do gach duine” based on the principles of engagement, representation and expression in multiple ways.
    • Drawing inspiration from textbooks published in the past for inclusive teaching of Irish today.
    • The first all-Irish school was set up by Luíse Ghabhánach Ní Dhufaigh and Áine Nic Aoidh and was innovative in using continuous assessment, writing their own textbooks and in emphasising health and wellness. Role plays, games and visual aids were also present in many Irish-language publications of the time. Recommendations to commit to memory stories and poems were common in the publications for teachers; this was good where the material to be memorised was relevant, useful and meaningful.
    • Early publishers of books and pamphlets in supporting the Irish language are named and she notes the importance of the establishment of An Gúm in 1926.
    • The development of Irish-language immersion education in schools from 1917 onwards. All infant-classes were to practise immersion education for the first decades of the new state.
    • The importance of motivating students to want to learn Irish.
    • The benefits of multiple representations to help children learn new vocabulary
    • Why adaptations to assessments might be preferable to granting exemptions from studying Irish to students with learning disabilities.
    • The relevance of learning Irish in an era of translation software and large language models.
    • Nell Noddings
    • Find resources created by Claire (and others) on the COGG website.
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    1 時間
  • Inside Education 434, History of Model Schools with Joe Doyle (24-12-24)

    Inside Education 434, History of Model Schools with Joe Doyle (24-12-24)
    2024/12/24
    Presented and produced by Seán Delaney. On this week's episode, we delve into the history of Irish education in the 1800s to learn about an ambitious attempt to educate teachers by co-locating theory and practice. We look at the rise and fall of model schools as a means of teacher training. My guest is retired primary school teacher and principal, Dr. Joe Doyle who recently published Model Schools - Model Teachers? A nineteenth-century Irish teacher-training initiative. Among the topics we cover are: Being prompted to study the topic by William Murphy, a fellow member of Dúchas – the Tullaherin Heritage Society that produces a journal titled In the Shadow of the Steeple. Being bowled over by the amount of information that was available to access in the National Archives of Ireland.He chose history as his academic subject when he studied for the Bachelor of Education degree in the early 1990s (a truncated course awarded to those who had the National Teacher (NT) qualification before the B.Ed. degree was introduced).His first scholarly foray into history and education was an account of education in the Thomastown area in the nineteenth century.Having expressed interest in pursuing his studies in the history of education, he was invited to meet with the late Professor John Coolahan, previously a guest on episode 10 and episode 253 to discuss the matter.His initial interest was in Kilkenny schools which had landlord patronage in the 1800s. However, Professor Coolahan persuaded him to pursue what he saw as a more fruitful topic, about cooperation in Kilkenny school management between 1831 and 1870.Winning a millennium scholarship in St. Patrick’s College where he was advised by Professor James Kelly on the topic of model schools.What model schools in Ireland were (built in the 1840s, 1850s and 1860s). They consisted of 19 District Model Schools, 7 Minor Model Schools and 3 others: the central model school, West Dublin, and Inchicore. The central model school was a fully fledged institution for preparing teachers but a wider network was needed to achieve the aim of preparing sufficient teachers for the entire national school system. They combined teacher education with education of young schoolchildren.The Kildare Place Society received Government grant aid from 1811 on the basis that one of their principles was that they were there for people of all religions. They provided short courses for practising teachers, who would previously had had minimal preparation for their roles.The Kildare Place Society was promoting the (quite rigid) Monitorial system developed by Joseph Lancaster. Training took place for implementing that system and for organisation and keeping school records.This was a system whereby one teacher, assisted by capable pupils, could supervise up to 500 children.Hedge schools mostly taught the three Rs and did not have Irish although some variations may have been present.He refers to Brennan’s Schools of Kildare and Leighlin.Here is a link to a talk by Dr. Antonia McManus on hedge schools in Ireland and here is a link to a book she wrote on the topic.The difference between district model schools and minor model schools (the latter did not have student teachers in residence there).The retention rate of teachers who were prepared in model schools was around 30%. The pay was poor and many of the students used it as a way of getting a good intermediate education and went on to work in the civil service or in a bank.More presybyterians and Anglican teachers than Roman Catholic teachers were prepared.He acknowledges the work of Emmet Larkin in understanding the Catholic Church in the nineteenth century.Archbishop Paul Cullen initially focused on sorting out problems among Roman Catholic clergy in the Dublin Diocese before becoming interested in the model schools. He was opposed to the model schools because they were non-denominational.From 1863, any Catholic trained in a model school would not be employed in a national school under Catholic management.Some information about the Powis commission is available on pages 22-23 of this doctoral thesis.How preparation of Catholic and Protestant teachers became segregated in Ireland.A description of a typical day for student teachers in a model school.Sources of information for the history of Irish education: Annual Reports (include a section on model schools), Government inquiries late 1830s on the practical working of the National System), 1854 (substantial report), 1870 (Powis Commission – 10 volumes; report and minutes of evidence and statistical part). ED1 reports – initial applications for setting up national schools). ED2 reports (registers – dealings of Board of Education with individual schools – a lot of detail when things go wrong); ED9 reports (specific reports that arose between the school and the Board of Education); ED3 files used to report on model schools. All in the National Archives. Minutes of commissioners’ of ...
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    1 時間 8 分
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