The Department of Education and Science (DES) determines the regulations for the employment of primary teachers, and acts as the recognition body for teacher qualifications for primary school teachers in relation to payment of state salary. 10 64
Teachers are not assigned by a central agency to schools. The DES controls the numbers of teachers for primary schools and determines the number of teachers which a school can employ, linked to student:teacher ratios. However, it is the school board of management, as the appointing body, which makes the arrangements for appointment and is the teacher's employer.64
Staffing levels for primary schools are governed by the number of children in the schools and the manner in which these numbers fall within the enrolment ranges specified by the Department of Education and Science in the schedule of enrolments for the appointment and retention of teachers.66
Prior to primary teacher training coming under the validation of the universities in 1974, the DES also stipulated the nature of teacher training courses and teaching practice in colleges of education. Since 1974, the universities - in conjunction with the colleges - have undertaken these responsibilities. 10
Within the DES, it is the Teacher Education Section (TES) which is responsible for teacher training. The TES was set up in 2004 and is responsible for the three inter-related aspects of teacher education - initial teacher training, induction and in-service training (continuing professional development) - which encompasses all of teacher education in its broadest sense.
Teaching Council
The Teachers’ Council Act (passed in 2001) provides the legislative basis for a Teaching Council in Ireland. This was established in March 2006. The Teaching Council is intended to promote teaching as a profession at primary and post-primary level, to promote the professional development of teachers and to regulate standards in the profession. Specifically its functions are to:
Promote teaching as a profession.
Promote the continuing professional development of teachers.
Establish and maintain a register of teachers.
Establish, publish, review and maintain Codes of Professional Conduct for Teachers which include teaching knowledge, skills and competence.
Regulate the teaching profession.
Maintain and improve standards of teaching, knowledge, skill and competence.
Council membership includes primary and post-primary teachers (some elected members, others nominated by the teaching unions); members nominated by the colleges of education; members nominated by specified third-level bodies; representatives nominated by primary and post-primary school management boards; nominated primary and post-primary parent association members; members nominated by the Minister for Education and Science; a representative of the Irish Business and Employers' Confederation (IBEC); and a representative of the Irish Congress of Trades Unions (ICTU). Further information is available from the Teaching Council website.
Summary of available courses:
Bachelor of Education (BEd) degree
The regulations for recognition as a primary school teacher generally require a Bachelor of Education (BEd) (first) degree, recognised by the Department of Education and Science (DES), of a minimum of three years’ (full-time) duration. (A satisfactory probation period equivalent to a minimum of one year is also required, see 7.2.5.2.) Most BEd courses are of three years' duration.64 10
There are five colleges of education with responsibilities for primary teacher training, each of which is affiliated to a university. 64 These colleges are denominational in character and are privately owned. They are funded by grants from the Department of Education and Science or the Higher Education Authority. 10
There is a Montessori teacher training college in Dublin in addition. This college has its courses validated by the Higher Education and Training Awards Council (HETAC). Its graduates may be recognised in state primary schools on certain conditions. 10
Postgraduate course for primary teacher training
Linked to a current shortage of trained primary teachers, the Department of Education and Science (DES) has expanded another route into primary teaching. University graduates can be admitted to specially designed postgraduate courses of eighteen months' duration (in colleges of education) to qualify as primary teachers. 10
There is no recognised part-time course for training primary teachers.64
General
Candidates under the age of 23 years applying for entry to colleges of education to train as primary teachers make their applications through the Central Applications Office (CAO) for entry to higher (third-level) education. Grades obtained in the Leaving Certificate examination (see 6.4) are converted to points and competition for places in four of the (five) colleges is treated as a single contest. The exception is the Church of Ireland college of education, which admits students from the Church of Ireland and other protestant religious traditions. A similar but separate competition is held for this college. In computing the points, Irish, English and mathematics are compulsory subjects. A student’s results in three other subjects in addition are included. Students select their three best subjects in the Leaving Certificate examination. Proficiency in oral Irish in the Leaving Certificate examination is also required. Competition for places is very keen; indeed primary teacher training courses attract recruits from the top quartile of student achievers in the school Leaving Certificate examinations. 10 64
Most colleges of education no longer hold interviews. 65 However, the review body/Working Group on Primary Preservice Teacher Education, which reported in 2002 (see 7.2.4 and 7.2.7.1) urged the reintroduction of interviews as supplemental to academic achievement for selection into teaching. 64
The Department of Education and Science (DES) controls the number of entrants to colleges of education. Due to a shortage of trained primary teachers, it has increased the number of places in recent years. 10
Applicants must be at least 16 years of age on 15 January of the year of entry to a college of education; entry is usually in September.64
Up to 10 per cent of places in colleges of education may be reserved for applicants from the Gaeltacht (Gaeilge-speaking area). Application for these places is made through the Central Applications Office (CAO), where there are separate course codes for Gaeltacht applicants. Candidates who satisfy the conditions for application as Gaeltacht applicants are also entitled to apply under the normal course code in addition, thereby maximising their options. 65
Entry to 18-month postgraduate course
Entry to the recently introduced full-time, 18-month teacher training courses for graduates is on the basis of academic achievement, interview and oral examination in Irish, conducted by the college of education. 64 Places are limited for each intake. The 2004 course, for example, which began in January/February 2004 and was concluded in May/June 2005 was restricted to a maximum of 280 places.10
Mature students
There is provision in all forms of teacher training for mature students, including candidates who may have some years' experience in other careers, to apply for entry into teaching. A growing minority are doing so, amounting to around 15 per cent of overall current student intakes. The only way of entry to the profession is, however, by participating in the existing mainstream entry programmes.64
Students aged 23 years or over on 1 January of the year they are seeking to enter a college of education are classed as mature students. Colleges run a separate entry competition for such students; they usually apply directly to the college itself and do not go through the Central Applications Office (CAO). The minimum academic entry requirements are generally the same as those for school leavers (see above). Applicants must also pass an oral Irish examination. Once applicants have satisfied the minimum academic requirements, selection is on the basis of a competitive interview. A certain number of places is reserved each year for mature students. The exact number of places is decided on an annual basis.65
Practising teachers are involved in the classroom-based, supervised teaching practice which is an integral feature of all teacher training programmes. Most teachers take a co-operative approach in assisting and guiding student teachers on practice teaching, seeing this as a commitment to the future well being of the profession. Assistance is provided on a goodwill basis. There is no formal system for training or remuneration of school-based mentoring personnel, which limits the demands the training institutions can place on such personnel. 10
Prior to primary teacher training coming under the validation of the universities in 1974, the Department of Education (DES) stipulated the nature of the courses and teaching practice in colleges of education. Since 1974, the universities - in conjunction with the colleges - have undertaken these responsibilities. 10
Curriculum for the Bachelor of Education degree
The study of education holds a prominent place in all college programmes. Generally, the subject is presented under three broad headings:
Applications of ICT have recently become a more prominent feature of courses. 10
In the larger colleges, students also take two academic subjects in the first year and one in the subsequent two years. The choice of academic subjects varies between colleges. Among those available in the larger colleges are Irish, English, mathematics, history, geography, music, French and philosophy. Students who are not pursuing academic courses in Irish and English are generally required to complete professional courses in these subjects. 10
The fourth year course for honours students of the colleges linked with the University of Dublin (Trinity College) comprises either one academic elective subject and two education electives, or four education electives, from the following range:
Irish language
Satisfactory attendance at an Irish course in the Gaeltacht (Gaeilge-speaking area) is a compulsory part of the first year teacher training course, 65 and competence in the Irish language is an essential pre-requisite for recognition as a permanent teacher in a primary school.64
Potential changes
The above course structure which has operated, in the main, since the introduction of the Bachelor of Education degree in 1974 is likely to be subject to re-structuring and modernisation in the light of the 2002 Working Group Report, which recommended that the current BEd course should be extended from three to four years in all colleges, and that the 18-month course for graduates be extended to two years. Within a four-year framework for all colleges, the colleges are invited by the Working Group to redesign the entire course content, with the fourth year devoted solely to education studies. The Report urges a reduction in the time spent at formal lectures in favour of smaller group work and personal study. In particular, the Report urges significant attention to the requirements of the revised primary school curriculum, introduced in 1999 (see section 5.2).10 67
While the basic curricular framework of education studies, with the three elements of theory, methodology and practice (as identified above), is retained, along with the study of academic subjects, it is recommended that each element be re-evaluated and re-energised so that they all help fulfil the objective "of preparing teachers who are competent, caring, committed, reflective and have a keen sense of their professional responsibilities." The Report also urges that the 18-month consecutive course for primary teacher training candidates who already hold a first degree should become a permanent feature of the system. The Report also states that consideration should be given to the reintroduction of interviews in the selection of students for Bachelor of Education programmes. As yet, Government has not decided on the extension of the course to four years. 10 67
See section 7.2.7.1 in addition.
Teaching practice
Classroom-based, supervised teaching practice is an integral feature of all teacher training programmes. Within the concurrent (first degree) courses for both primary and post-primary teachers, the predominant model is a sequence of "block" placements in schools periodically throughout the years of the course. Practising teachers generally take a co-operative approach in assisting and guiding student teachers on practice teaching, seeing this as a commitment to the future well-being of the profession, and this is done on a goodwill basis. There is no formal system for training or remuneration of school-based mentoring personnel, which limits the demands the training institutions can place on such personnel. The responsibility for supervision and evaluation of student teacher performance rests with the training institution personnel; although they are advised by co-operating teachers and principals in schools. College supervisors operate with assessment schedules that are made available to students. Visiting supervisors engage in discussion and feedback with students on their performance. Students are encouraged to engage in self-evaluation, with a view over time to becoming their own best evaluators as they go forward in their careers. The practice of small group analysis of video-recorded sessions in college and the use of computer applications help students develop self-analysis techniques. For almost all courses, an honours grade on teaching practice performance is a pre-requisite for an honours award in the professional qualification. The duration of teaching practice varies between colleges and courses. Within the concurrent model it can vary from about 12 to 18 weeks over the course duration. Both recent (primary and post-primary) reviews of teacher training seek closer and more formal involvement of school personnel with the operation and evaluation of teaching practice. This would require government support for the training and rewarding of school-based mentors. The planned Teachers’ Council (see section 7.2.1) may also assist in promoting this form of teacher engagement in the formation of future professionals.10
One of the first tasks of the Teaching Council (see above) was to create Codes of Professional Conduct for the teaching profession. The Codes make explicit the essential values which underpin the profession of teaching in Ireland. Core values include:
Commitment
Quality of education
Student-centred learning
Responding to change
Professional development
Holistic development
Cultural values
Social justice, equality and inclusion
Collegiality
Collaboration
Respect
Care
Cooperation
The Code of Professional Practice has been developed with three key objectives in mind:
1. To promote quality in teaching and learning by:
2. To encourage and support teachers in their professional role by:
3. To promote the teaching profession by:
The full Codes are available to download.
On successful completion of the (usually) three-year course in a college of education, students are awarded the Bachelor of Education (BEd) degree. Students in the colleges associated with Dublin City University and the University of Limerick may be awarded an honours degree at the end of this time. Students in the colleges associated with Trinity College Dublin may only obtain an honours degree if they complete a fourth year. Those who wish to obtain the honours degree usually do the fourth year on a part-time basis when they are already in teaching posts. 10
Following graduation, students may apply for teaching posts, which are normally advertised in the national press by the boards of management. In-service training is not compulsory. 66
Education courses are regarded as professional programmes in which practical performance is crucial. Hence, as a precondition of graduation, success in the practice of teaching is essential. In most cases, to achieve an overall honours award in a teacher training course, an honours grade in teaching practice is also required. Honours qualifications are significant with regard to employment prospects; financial allowances for honours are relatively significant over the duration of a teaching career.64
The Report of the Working Group on Primary Teacher Education, published in 200267, recommended the extension of the Bachelor of Education course from three to four years but, in the context of current shortages of qualified teachers in the primary sector, this may not come to pass in the immediate term.10
The course undertaken by university graduates is currently of eighteen months' duration. The Working Group has recommended that this be extended to two years. 10
On appointment, primary teachers are obliged to be present for teaching for five hours and 40 minutes each day; primary schools are required to be open for instruction for 183 days a year. There is no compulsion on a primary teacher to remain on school premises after the end of the formal school day.64
A satisfactory probation period equivalent to a minimum of one year is required, during which the work of the beginning teacher is evaluated by a schools’ inspector. (This period can be accumulated from periods of approved part-time service.) At the end of this year, beginning teachers are accorded full recognition and payment of their first salary increment. If the teacher in question is not deemed satisfactory, he/she gets further opportunities and guidance to help them achieve recognition. 10
As a general rule, during the probationary year, the teacher is visited on a number of occasions by an inspector, is observed in action, and the work of the class is evaluated and discussed. After one of these short visits, the inspector submits a "Short Report" to the Department of Education and Science (DES), stating whether the teacher is likely to receive a satisfactory "General Report" before the end of the year. When considered ready, the teacher undergoes a "General Inspection" in the course of which all areas of the curriculum are assessed and later reported on, and the teacher rated "Satisfactory" or "Not Satisfactory". If the inspector judges that the teacher is not yet ready for such a comprehensive inspection, there is provision for the extension of the probationary period beyond one year. A copy of the General Report is sent to the teacher, the principal and the chairman of the school’s board of management. Teachers have the right to appeal against inspectors’ reports.10
A large proportion of newly trained teachers now enter the profession as temporary teachers, mainly as replacements for teachers on career breaks, maternity leave etc. Since 1983, such teachers have been able to accumulate the required minimum length of service by way of a series of temporary, short-term placements for the purposes of probation. Among the conditions laid down for such recognition are that the probationer must teach for a total of 300 days and these 300 days must include two periods, each of at least 60 consecutive days, in one placement. 10
See section 7.2.6 in addition.
Although primary teachers are required to fulfil a year's satisfactory probationary service on graduation (to achieve state recognition for incremental salary purposes), there is no formal induction period for primary school teachers. As a result, on appointment, newly qualified teachers assume the full responsibilities of established teachers. 10 One of the recommendations of the review body which has recently reported on primary and post-primary teacher training (see 7.2.7.1) is, however, that a national system of induction should be established. Government policy has accepted the importance of an induction programme for the early years of the teaching career. To date, no national scheme has been put in place, although a pilot scheme was initiated in autumn 2002 and has since been expanded. It is intended that the National Pilot Project on Teacher Induction will lead to high quality proposals for an effective national programme of induction for newly qualified teachers in primary and post-primary schools in Ireland.
The legislation for the establishment of the Teaching Council (see 7.2.1) allocated responsibilities for the probationary year and for promoting teacher induction to the Council. As yet, other than a commitment to promoting induction, no other information on this responsibilty appears to be available; it will be added to the website when available. It was expected that the provisions of the legislation would lead to much development in this area.64
Although Ireland experiences few problems in attracting high quality recruits to the teaching profession, recruitment is not without its problems. Due to changing employment patterns and conditions of work, as well as a recent increase in the primary school population, Ireland has a shortage of about 1,000 qualified primary teachers. Increases in recruitment to teacher training courses have been instituted. 64
In an increasingly multicultural society, another problem is the lack of recruitment of trainee teachers from minority groups, immigrant groups and travellers. It has been recommended - by a recent national forum on the disadvantaged - that positive discrimination measures should be applied as one way of addressing this problem. While there has been an increase in mature student entry to teacher training, it is recognised that the teaching profession could be enriched by a greater influx from personnel with varied work experience.64
Men as Teachers and Educators
There are also moves to attract more makes to train as primary school teachers. The first phase of the 'Men As Teachers and Educators' saw newspaper campaigns highlighting the key attributies adnd strengths of primary school teachers. It sought to remind parents, students, teachers, guidance consellors and all those thinking about career options about he valuable and rewarding work undertaken in primary schools. They used the slogan:
M (en) Motivation
A (s) Ability
T (eachers) Teamwork
E (xcellence) Excellence.
Full information is avaiable online.
Working Group on Primary Teacher Education
Major reviews of primary and post-primary teacher training were commissioned by the Department of Education and Science in 1998. The two review bodies, one for primary and one for post-primary teacher training reported in 2002. The recommendations of these reports arise from analysis of the interface between the current extensive education reform agenda and the preparedness of the teaching profession to meet it. It is expected that the reports will pave the way for policy initiatives in the period ahead.64
The Report of the Working Group on Primary Preservice Teacher Education, published in 2002 67, for example, recommended the extension of the Bachelor of Education (BEd) course from three to four years but, in the context of current shortages of qualified teachers in the primary sector (see above), this may not come to pass in the immediate term. See section 7.2.4 for information on changes to the initial teacher training curriculum for primary teachers recommended by this Working Group. 10
See section 7.3.7.1 in addition.
The review body has also urged the reintroduction of interviews as supplemental to academic achievement for selection into teaching. 64
Linked to a current shortage of trained primary teachers, the Department of Education and Science (DES) has expanded another route into the primary teaching career. University graduates can be admitted to specially designed courses of eighteen months' duration to qualify as primary teachers. The Working Group on Primary Teacher Education (which reported in 2002) has recommended that this course should be extended to two years’ duration (at the same time as the Bachelor of Education course is extended to four years).10
Although there is evidence of a current shortage of qualified primary teachers and the Government has authorised increased intake into primary teacher training courses, new schemes outside of the main system of entry and the 18-month postgraduate programme described above (such as systems of part-time teacher training), have not been considered by Government. The teacher unions are pressing for a more varied policy response such as modular graduate conversion courses, increasing recruitment of teachers from Northern Ireland (where there is a surplus of teachers), and encouraging former teachers to return. 64
The Teaching Council (see section 7.2.1.) promotes research and engages in debate and discussion on policy issues related to educational provision. It actively encourages and facilitates teachers who wish to carry out research as part of their professional development and makes bursaries available to teachers engaged in practitioner-based research. Its research policy is available online.
No information available at present.
The first major research study on gender attitudes to the teaching profession was completed in July 2002; this recommends a comprehensive range of policy responses. 64
See sections 7.2.7.1 and 7.2.4 in addition.
No information available at present.