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Direct linkFiona King; Eimear Holland – International Journal of Leadership in Education, 2025
This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model approach was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes,…
Descriptors: Beginning Teachers, Faculty Development, Teacher Leadership, Communities of Practice
Aoife Brennan; Alan Gorman – Professional Development in Education, 2023
Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive…
Descriptors: Foreign Countries, Preservice Teachers, Professional Development, Inclusion
Brennan, Aoife; King, Fiona – Cambridge Journal of Education, 2022
The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who…
Descriptors: Urban Teaching, Elementary School Teachers, Foreign Countries, Faculty Development
Tobin, Bernie – International Journal for Transformative Research, 2017
It is acknowledged that parental engagement with children's learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents' involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest…
Descriptors: Parent Participation, Educational Policy, Policy Formation, Self Efficacy
Ní Bhroin, Órla – British Journal of Special Education, 2013
In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Foreign Countries
Grenham, Thomas G., Ed.; Kieran, Patricia, Ed. – Peter Lang Oxford, 2012
Ireland is in the grip of a postmodern cultural deconstruction on many levels. The traditional "grand narratives" are increasingly viewed with suspicion and disenchantment as Ireland struggles to understand its evolving identity. There is a growing need for comprehensive interdisciplinary research that will facilitate teaching and…
Descriptors: Foreign Countries, Educational Change, Educational Trends, Futures (of Society)
