INCA Education around the world
Ireland : Initial Teacher Training
7.4.1 Control
7.4.2 Types of training courses and institutions
7.4.2.1 Admissions
7.4.3 Trainers
7.4.4 Curriculum for initial teacher training
7.4.5 Qualifications and standards
7.4.5.1 Qualifications and entitlement to teach
7.4.5.2 Probationary periods
7.4.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superseded.
7.4 Fourth phase, post-compulsory upper secondary education, ages 15 - 17/18 [see 3.2.4]
7.4.1 Control
The Registration Council for Secondary Teachers is the statutory agency for advising the Minister for Education on the acceptability and standards of qualifications for teacher recognition and the award of state salaries in secondary schools. It is also the authorised agency for adjudicating an external qualification in relation to European Directive 89-48-EEC on the recognition of higher education diplomas. In practice, it provides assessment of teacher qualifications for many teachers in comprehensive schools, community schools and vocational schools.10
Traditionally, universities have exercised academic autonomy regarding the nature of the teacher training courses provided for secondary teachers. However, the courses do need to incorporate certain stipulations of the Secondary Teachers' Registration Council. As well as specifying certain requirements regarding the degree aspect, the education dimension of the programmes has to incorporate three major areas:
- Studies in the foundations of education, e.g. psychology, sociology
- Professional studies in general and specific methodology for the 12-18 age group
- Practical teaching experience in a recognised second-level (secondary) school.10
Teachers are not assigned by a central agency to schools. The Department of Education and Science (DES) 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
Since 1991, the Higher Education Authority (HEA), in consultation with the DES and university representatives, has monitored numbers for post-primary teacher training.64
Teaching Council
The Teachers' Council Act (passed in 2001) provides the legislative basis for a Teaching Council which 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.
The Council is composed of members including:
-
Primary teachers (some elected; others nomintated by the teaching unions)
-
Post-primary teachers (some elected; others nominated by the teaching unions)
-
Members nominated by colleges of education
-
Members nominated by specified third-level bodies
-
Members nominated by school management
-
Members nominated by parents' associations
-
Members nominated by the Minister for Education and Science, including one representative of the Irish Business and Employers Confederation (IBEC) and one from the Irish Congress of Trades Unions (ICTU). Further information is available from the Teaching Council website.
7.4.2 Types of training courses and institutions
Training for secondary (post-primary) teachers operates on a dual model:
- The consecutive model: a three- or four-year university degree course in an area of academic subject specialisation, followed by a one-year, full-time professional course of educational studies and practice, leading to the Higher Diploma in Education (HDE).
- The concurrent model: a minimum four-year concurrent degree involving educational studies and academic subjects, leading to the Bachelor of Education degree.10
Secondary school teachers are trained in 13 separate institutions. More than 80 per cent of students follow the consecutive course model in five universities - University College Dublin; University College Cork; the National University of Ireland in Galway; the National University of Ireland in Maynooth; and Trinity College Dublin.10
Teachers of subjects such as construction studies, metalwork/engineering, physical education, home economics, art, and religion usually follow a four-year concurrent degree course, conducted in or validated by universities.64 The University of Limerick, for example, provides a four-year concurrent degree for teachers of practical subjects and physical education as well as a postgraduate higher diploma course for some teachers of business and music. Two colleges of home economics provide four-year concurrent courses for home economics teachers; the Mater Dei Institute of Education, an affiliated college of Dublin City University, provides a four-year concurrent course for teachers of religion; and the National College of Art and Design (a recognised college of the National University of Ireland), and the Crawford Institute in Cork provide courses for art and design teachers.10
In the context of a shortage of science graduates going into teaching, Dublin City University and the University of Limerick have established, in recent years, a four-year concurrent degree for aspirants to science teaching.10
7.4.2.1 Admissions
Admissions requirements for secondary level teacher training vary dependent on whether students wish to enter a post first degree (consecutive) or first degree (concurrent) course, and on the nature of the teacher qualification required.10
The consecutive model - the Higher Diploma in Education (HDE)
In 1994, the Higher Education Authority (HEA) imposed a national quota for entrance to the Higher Diploma in Education (HDE,) incorporating quotas for each of the five universities offering the course. This quota, which does not involve designated subject areas, has been subject to minor variations linked to supply and demand issues, but is usually set at around 1,000 places. In 1998, the four National University of Ireland institutions established a company, the Higher Diploma in Education Application Centre, located in Galway, to operate a centralised system of selecting candidates for the four institutions. This system greatly reduced administrative work for both applicants and institutions. Competition for entry is very keen, with almost three qualified applicants seeking each available place. The usual deadline for applications is 1 December of the year before entry, with offers of places being made in the following April. The two main criteria for selection involve the standard of undergraduate and other academic achievement as well as credit for minimum levels of earlier teaching experience. Trinity College Dublin operates an individual process of selection into its HDE course, which incorporates an interview. 10
The great majority of applicants now have to have an honours standard in their undergraduate degree to attain a place on a Higher Diploma in Education course.64
The concurrent course
Applicants for education degree courses are generally selected on the basis of results in the upper secondary Leaving Certificate examinations. Applications are processed through the Central Applications Office (CAO).10
Applications for entry to the University of Limerick, which trains teachers of physical education, rural science, metal and engineering technology, and wood and building technology are also processed through the CAO, which places applicants in an order of merit from which candidates are called for selection tests.10
In the case of the two home economics colleges, the basic minimum entry requirements are the same as those for the universities to which they are attached. The applications are also processed through the CAO, which places candidates in order of merit. In addition, applicants are required to undergo an interview and tests in home management, needlework and oral Irish. Places are offered to those applicants who achieve the highest combined totals on the various tests. 10
Courses for specific subjects
Applicants for the Higher Diploma for Art and Design Teachers (consecutive) and for the concurrent degree in art and design education undergo an interview and portfolio assessment. Academic achievement is also taken into account.10
In general, competition is very keen for entry to post-primary teaching, with graduate entry (for the consecutive teacher training model) requiring honours achievement in the undergraduate degree from the great majority of applicants.64
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. The minimum academic entry requirements are generally the same as those for other entrants (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
Possible changes
There have been no major changes in the requirements for entry to the teaching profession for a long period of time. While reviews of teacher training have suggested some changes in course content and duration of teacher training programmes (see 7.2.7.1 and 7.4.7.1), they have not put forward concrete proposals for significant changes to entry requirements for the profession. However, the review body on post-primary teacher training, in general terms, has suggested a more flexible approach to entry with more generous recognition of appropriate prior experiential learning as a criterion for access.64
7.4.3 Trainers
7.4.4 Curriculum for initial teacher training
Traditionally, universities have exercised academic autonomy on the nature of the teacher training courses provided for secondary teachers. However, the courses do need to incorporate certain stipulations of the Secondary Teachers' Registration Council. As well as specifying certain requirements regarding the degree aspect, the education dimension of the programmes has to incorporate three major areas:
- Studies in the foundations of education, e.g. psychology, sociology.
- Professional studies, aimed at the 12-18 age group, in general methodology and classroom management and specific methodologies focussed on two curricular subjects.
- Practical teaching experience in a recognised second-level (secondary) school.10
Extensive use is made of microteaching and analysis of video recorded practice. The application of ICT to teaching and learning is also promoted.10
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. Within the consecutive (postgraduate) courses the main approach is to place the students in schools for a number of hours each day or for two days a week throughout the academic year. Some variations occur between universities. For instance, one university supplements this with a three-week block period, while another university operates a dual approach with some students engaged on teaching practice throughout the year, while others opt for block placements. 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 between 12 and 18 weeks over the course duration. The Registration Council for Secondary Teachers stipulates a minimum of 100 hours' teaching practice, but this tends to be significantly exceeded in Higher Diploma in Education (HDE) courses; one university, at least, requiring 65 days or around 340 hours of school-based experience, even if this is not all actual teaching. Reviews of teacher training have sought a 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.10
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. 64
7.4.5 Qualifications and standards
7.4.5.1 Qualifications and entitlement to teach
A teacher who wishes to enter secondary school teaching, and to qualify for the receipt of incremental salary, must satisfy the conditions stipulated for registration by the Registration Council. The Registration Council for Secondary Teachers is a statutory body that became operative in 1918 with responsibility for the registration of teachers in secondary schools and the assessment of qualifications. It consists of 22 members representative of the universities, school management and teacher organisations and the Minister for Education and Science. There are two pathways to registration, each with a minimum duration of four years, as follows:
- Consecutive (or sequential): a first degree followed by a separate teacher training diploma (Higher Diploma in Education, HDE). The consecutive model is the longest established and most common form of teacher training for post-primary teachers. Graduates from a variety of first degree courses, which they have undertaken over a three- or four-year period, take a one-year full-time course. On successful completion, they receive the Higher Diploma in Education, which specialises in educational studies.
- Concurrent: where academic studies and professional training/educational studies proceed simultaneously. This is mainly taken by students of subjects of an applied character such as home economics, art, woodwork or PE, and results in students receiving a Bachelor of Education degree. 10
There are also two types of registration:
- "Open" registration which allows a teacher to teach any subject on the secondary school curriculum (subject to a maximum of nine hours of religious education per week)
- "Confined" registration, which requires teachers qualified in certain specialist subjects to teach the subject concerned for a minimum of nine hours per week.10
All applicants for registration must complete one year of full-time teaching experience, (or an equivalent in part-time) in a recognised second-level (secondary) school attested by principal's report.10
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; the financial allowance for honours is relatively significant over the duration of a teaching career.64
7.4.5.2 Probationary periods
Whilst a satisfactory probation period equivalent to a minimum of one year is required for post-primary teachers, the implementation process for this is much less strict than that in place for primary teachers, with the Inspectorate not monitoring probationary periods as rigorously. Indeed, in post-primary schools, the evaluation of probationary teachers by inspectors occurs only rarely. The school principal informs the Registration Council that a probationary period has been served. Following this, the Registration Council for Secondary Teachers, or the Department of Education and Science, in the case of some categories of teacher, recognise the teacher as a post-primary teacher for the payment of the state incremental salary scheme.10
7.4.6 Post-qualification induction periods
Although post-primary teachers are generally required to fulfil a year's probationary service on graduation (to achieve state recognition for incremental salary purposes), there is no formal induction period. As a result, on appointment, newly qualified teachers assume the full responsibilities of established teachers.10 One of the recommendations of a recent review of primary and post-primary teacher training (see 7.4.7.1) 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. 64
One of the recommendations of a recent review of primary and teacher training (see ) 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. One of the recommendations of a recent review of primary and teacher training (see ) 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.
