Teacher Education in Northern Ireland: Policy Variations Since Devolution

Alison Montgomery, Alan Smith

Research output: Contribution to journalArticle

Abstract

Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.
LanguageEnglish
Pages46-58
JournalScottish Educational Review
Volume37
Publication statusPublished - 2006

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decentralization
teacher
education
education system

Keywords

  • teacher education
  • Northern Ireland

Cite this

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title = "Teacher Education in Northern Ireland: Policy Variations Since Devolution",
abstract = "Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.",
keywords = "teacher education, Northern Ireland",
author = "Alison Montgomery and Alan Smith",
note = "Reference text: Barnes, L.P. (1997). ‘Reforming Religious Education in Northern Ireland: A Critical Review’ in the British Journal of Religious Education 19, 2. Derby: Christian Education Movement. pp. 73-82. ‘Burns Report’ (2001). Education for the 21st Century - A Report by the Post Primary Review Body, Bangor: DE. Caul, L. & McWilliams, S. (2002). ‘Accountability in Partnership or Partnership in Accountability: Initial Teacher Education in Northern Ireland’ in the European Journal of Teacher Education 25, 2/3 pp.187-197. ‘Chilver Report’ (1980). The Future of Higher Education in Northern Ireland. An Interim Report of the Higher Education Review Group for Northern Ireland. Belfast: HMSO. ‘Costello Report’ (2003). Future Post-primary Arrangements in Northern Ireland: Advice from the Post-primary Review Working Group. Bangor: DE. Department of Education (NI) (1998). The Teacher Education Partnership Handbook. Bangor: DENI. Department of Education (NI) & Department of Employment and Learning (NI) (2003). Teacher Education in a Climate of Change, A Report on the Conference, April 2003. Belfast: DE& DEL. Dunn, S. (1990). ‘A Short History of Education in Northern Ireland (1920 – 1990)’ in the Fifteenth Report of the Standing Advisory Commission on Human Rights. London: HMSO. Dunn, S. and Gallagher, A. M. (2002). The Teacher Exception Provision and Equality in Employment in Northern Ireland - Research Report. Belfast: Equality Commission. (http://www.equalityni.org/publications/recentpubdetails.cfm?id=2 ). Education and Training Inspectorate (NI) (2005). The Induction and Early Professional Development of Beginning Teachers – Report of a Survey. Bangor: DE. Furlong, J., Barton, L., Miles, S., Whiting, C. & Whitty, G.(2000). Teacher Education in Transition: Reforming Professionalism. Buckingham: Open University Press. Gallagher, A.M. & Smith, A. (eds.) (2000). The Effects of the Selective System of Secondary Education in Northern Ireland. Bangor: DENI. http://www.deni.gov.uk/pprb/research_docs/index.htm General Teaching Council for Northern Ireland (2005a). GTCNI Reviews of Teacher Competences and Continuing Professional Development. Belfast: GTCNI. http://www.gtcni.org.uk/publication_Uploads/publication_Uploads_PDF/Review{\%}20TC{\%}20&{\%}20CPD{\%}20-{\%}20PDF.pdf General Teaching Council for Northern Ireland (2005b). http://www.gtcni.org.uk/ Great Britain Parliament (1976). Fair Employment (Northern Ireland) Act 1976, (1 December 1976). London: HMSO. Hagan, M., McGlynn, C.W. and Wylie, K. (2003). ‘Moving Barriers: Promoting learning for Diversity in Initial Teacher Education’. A paper presented at The European Conference on Educational Research, University of Hamburg, 17-20 September 2003. Hargreaves, D. (1990). ‘A Common-sense Model of the Professional Development of Teachers’ in Elliot, J. (ed.) Reconstructing Teacher Education: Teacher Development. London: Falmer Press. Harland, J., Ashworth, M., Bower, R., Hogarth, S., Montgomery, A. & Moor, H.(1999). Real Curriculum at the Start of Key Stage 3. Slough: NFER. Haydon, G. (1997). Teaching About Values: A New Approach, London: Cassell. Johnson, M. & Hallgarten, J. (2002). From Victims of Change to Agents of Change: The Future of the Teaching Profession. London: Institute of Public Policy. Kirk, G. (2003). ‘Teacher Education Institutions’ in Bryce, T.G.K & Hume, W.M (eds.) Scottish Education (2nd ed). Edinburgh: Edinburgh University Press. Lawlor, S. (1988). Correct Core: Simple Curricula for English, Maths and Science. London: London Centre for Policy Studies. Livingston, K. & Robertson, J. (2001). ‘The Coherent System and the Empowered Individual: Continuing Professional Development for Teachers in Scotland’ in the European Journal of Teacher Education, 24, 2. pp.183-194. Loughran, J., Brown, J. & Doecke, B. (2001). ‘Continuities and discontinuities: the transition from pre-service to first year teaching’ in Teachers and Teaching: Theory and Practice. 7 pp.7-23. Matchett, M. (2003). ‘Teacher Education in a Climate of Change – the Inspectorate’s View’ in Teacher Education in a Climate of Change, A Report on the Conference, April 2003. Belfast: DENI & DELNI pp.13-20. McGuinness, C. (1999). From Thinking Skills to Thinking Classrooms: A Review and Evaluation of Approaches for Developing Pupils' Thinking. London: HMSO. McNally, J. & Oberski, I. (2003) ‘Right at the Start: An Agenda for Research and Development in Teacher Induction’ in Teacher Development 7, 1. pp.59-74. McVeigh, R. (2002). A Place of Refuge? Asylum Seekers and Refugees in Northern Ireland: A Needs Assessment. Belfast: Refugee Action Group. Montgomery, A. (2005). The Values Dimension of Initial Teacher Education in Northern Ireland. Unpublished PhD thesis. University of Ulster. Montgomery, A. & McCully, A. (2000). ‘What Have Values Got to Do with It?’ in Easdown, G. (ed.) Innovations and Methodology – Opportunities and Constraints in History Teacher Education. St. Martin’s College, Lancaster. Moran, A. (1997). ‘Self-directed Learning in Initial Teacher Education: Developing Professional Competence’ in Irish Educational Studies, 17. pp. 81-98. Moran, A. (1998). ‘The Northern Ireland Professional Growth Challenge: Towards an Integrated Model of Teacher Education’ in Teacher Development, 2, 3. pp.455-465. Newby, M., Russell, M., Lewis, M. & Reid, I. (2000). ‘Making a Difference in the Learning of All Students: An English Perspective’. Paper presented at the American Meeting of the American Association of Colleges for Teacher Education, Chicago. Northern Ireland Council for the Curriculum, Examinations and Assessment (2000). Proposals for Changes to the Northern Ireland Curriculum Framework April-June 2000. Northern Ireland Curriculum Review, Phase 1 Consultation. Belfast: NICCEA. Northern Ireland Inter-faith Forum (NIFF) (2001). A Statement on Religious Education, agreed by the Northern Ireland Inter-faith Forum, January 10th 2001. Northern Ireland Statistical Research Agency (NISRA) (2001). http://www.nisra.gov.uk/census http://www.ucet.ac.uk/reportac01.html OECD (2002). Attracting Developing and Retaining Effective Teachers. Country Background Report for Northern Ireland. September- October 2002. OECD. Office of First and Deputy First Minister (2001) Minority Ethnic Groups in Northern Ireland: Experiences and Expectations of English Language Support in Education Settings. http://www.research.ofmdfmni.gov.uk/ethnic/back.htm Ornstein, A. & Levine, D. (2002). Foundations of Education, (8th ed).Boston: Houghton Mifflin Co. Osborne, R.D.(2001). ‘Higher Education, Participation and Devolution: the case of Northern Ireland’ in Higher Education Policy 14, 1. pp.45-60. QAA (2000). Quality Assurance in Initial Teacher Education: The Standard for Initial Teacher Education in Scotland. Benchmark information. Gloucester, QAA. Richardson, N. (2004). ‘Religious Education in Northern Ireland: Towards Mutual Respect?’ Paper presented at The Oslo Convention on Freedom of Religion or Belief, 2-5 September 2004, Oslo. Ross, A. & Hutchings, M. (2003). Attracting, Developing and Retaining Effective Teachers In the United Kingdom of Great Britain and Northern Ireland. OECD Country Background Report. London: Institute for Policy Studies in Education. Scottish Office Education Industry Department (SOEID) (1998). Guidelines for Initial Teacher Education Courses in Scotland. Edinburgh: The Scottish Office. Shannon, A. & McGinn, G. (2003). ‘The Departments’ Conference Background Paper’ in Teacher Education in a Climate of Change: A Report on the Conference, April 2003. Belfast: Department of Education/Department of Employment and Learning, pp.1-5. Sikes P. J. (1991). ‘Nature took its course? Student teachers and Gender Awareness’ in Gender Education 12 (92) pp.145-162. Smith, A.(2003). ‘Teacher Education in a Climate of Change: the Challenge of Curriculum Change’ in Teacher Education in a Climate of Change: A Report on the Conference, April 2003. Belfast: Department of Education/Department of Employment and Learning, pp. 51-61. Soares, A. (2002). ‘Experiences of Portuguese Migrant Workers in N.I.' Belfast, Multi-Cultural Resource Centre. Teacher Training Agency (2003). Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. UCET (2001). Annual Report http://www.ucet.ac.uk/reportac01.html Wideen, M.F. & Grimmett, P.P.(eds.)(1995). Challenging Times in Teacher Education – Restructuring or Reconceptualisation. London: Falmer.",
year = "2006",
language = "English",
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journal = "Scottish Educational Review",
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Teacher Education in Northern Ireland: Policy Variations Since Devolution. / Montgomery, Alison; Smith, Alan.

In: Scottish Educational Review, Vol. 37, 2006, p. 46-58.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teacher Education in Northern Ireland: Policy Variations Since Devolution

AU - Montgomery, Alison

AU - Smith, Alan

N1 - Reference text: Barnes, L.P. (1997). ‘Reforming Religious Education in Northern Ireland: A Critical Review’ in the British Journal of Religious Education 19, 2. Derby: Christian Education Movement. pp. 73-82. ‘Burns Report’ (2001). Education for the 21st Century - A Report by the Post Primary Review Body, Bangor: DE. Caul, L. & McWilliams, S. (2002). ‘Accountability in Partnership or Partnership in Accountability: Initial Teacher Education in Northern Ireland’ in the European Journal of Teacher Education 25, 2/3 pp.187-197. ‘Chilver Report’ (1980). The Future of Higher Education in Northern Ireland. An Interim Report of the Higher Education Review Group for Northern Ireland. Belfast: HMSO. ‘Costello Report’ (2003). Future Post-primary Arrangements in Northern Ireland: Advice from the Post-primary Review Working Group. Bangor: DE. Department of Education (NI) (1998). The Teacher Education Partnership Handbook. Bangor: DENI. Department of Education (NI) & Department of Employment and Learning (NI) (2003). Teacher Education in a Climate of Change, A Report on the Conference, April 2003. Belfast: DE& DEL. Dunn, S. (1990). ‘A Short History of Education in Northern Ireland (1920 – 1990)’ in the Fifteenth Report of the Standing Advisory Commission on Human Rights. London: HMSO. Dunn, S. and Gallagher, A. M. (2002). The Teacher Exception Provision and Equality in Employment in Northern Ireland - Research Report. Belfast: Equality Commission. (http://www.equalityni.org/publications/recentpubdetails.cfm?id=2 ). Education and Training Inspectorate (NI) (2005). The Induction and Early Professional Development of Beginning Teachers – Report of a Survey. Bangor: DE. Furlong, J., Barton, L., Miles, S., Whiting, C. & Whitty, G.(2000). Teacher Education in Transition: Reforming Professionalism. Buckingham: Open University Press. Gallagher, A.M. & Smith, A. (eds.) (2000). The Effects of the Selective System of Secondary Education in Northern Ireland. Bangor: DENI. http://www.deni.gov.uk/pprb/research_docs/index.htm General Teaching Council for Northern Ireland (2005a). GTCNI Reviews of Teacher Competences and Continuing Professional Development. Belfast: GTCNI. http://www.gtcni.org.uk/publication_Uploads/publication_Uploads_PDF/Review%20TC%20&%20CPD%20-%20PDF.pdf General Teaching Council for Northern Ireland (2005b). http://www.gtcni.org.uk/ Great Britain Parliament (1976). Fair Employment (Northern Ireland) Act 1976, (1 December 1976). London: HMSO. Hagan, M., McGlynn, C.W. and Wylie, K. (2003). ‘Moving Barriers: Promoting learning for Diversity in Initial Teacher Education’. A paper presented at The European Conference on Educational Research, University of Hamburg, 17-20 September 2003. Hargreaves, D. (1990). ‘A Common-sense Model of the Professional Development of Teachers’ in Elliot, J. (ed.) Reconstructing Teacher Education: Teacher Development. London: Falmer Press. Harland, J., Ashworth, M., Bower, R., Hogarth, S., Montgomery, A. & Moor, H.(1999). Real Curriculum at the Start of Key Stage 3. Slough: NFER. Haydon, G. (1997). Teaching About Values: A New Approach, London: Cassell. Johnson, M. & Hallgarten, J. (2002). From Victims of Change to Agents of Change: The Future of the Teaching Profession. London: Institute of Public Policy. Kirk, G. (2003). ‘Teacher Education Institutions’ in Bryce, T.G.K & Hume, W.M (eds.) Scottish Education (2nd ed). Edinburgh: Edinburgh University Press. Lawlor, S. (1988). Correct Core: Simple Curricula for English, Maths and Science. London: London Centre for Policy Studies. Livingston, K. & Robertson, J. (2001). ‘The Coherent System and the Empowered Individual: Continuing Professional Development for Teachers in Scotland’ in the European Journal of Teacher Education, 24, 2. pp.183-194. Loughran, J., Brown, J. & Doecke, B. (2001). ‘Continuities and discontinuities: the transition from pre-service to first year teaching’ in Teachers and Teaching: Theory and Practice. 7 pp.7-23. Matchett, M. (2003). ‘Teacher Education in a Climate of Change – the Inspectorate’s View’ in Teacher Education in a Climate of Change, A Report on the Conference, April 2003. Belfast: DENI & DELNI pp.13-20. McGuinness, C. (1999). From Thinking Skills to Thinking Classrooms: A Review and Evaluation of Approaches for Developing Pupils' Thinking. London: HMSO. McNally, J. & Oberski, I. (2003) ‘Right at the Start: An Agenda for Research and Development in Teacher Induction’ in Teacher Development 7, 1. pp.59-74. McVeigh, R. (2002). A Place of Refuge? Asylum Seekers and Refugees in Northern Ireland: A Needs Assessment. Belfast: Refugee Action Group. Montgomery, A. (2005). The Values Dimension of Initial Teacher Education in Northern Ireland. Unpublished PhD thesis. University of Ulster. Montgomery, A. & McCully, A. (2000). ‘What Have Values Got to Do with It?’ in Easdown, G. (ed.) Innovations and Methodology – Opportunities and Constraints in History Teacher Education. St. Martin’s College, Lancaster. Moran, A. (1997). ‘Self-directed Learning in Initial Teacher Education: Developing Professional Competence’ in Irish Educational Studies, 17. pp. 81-98. Moran, A. (1998). ‘The Northern Ireland Professional Growth Challenge: Towards an Integrated Model of Teacher Education’ in Teacher Development, 2, 3. pp.455-465. Newby, M., Russell, M., Lewis, M. & Reid, I. (2000). ‘Making a Difference in the Learning of All Students: An English Perspective’. Paper presented at the American Meeting of the American Association of Colleges for Teacher Education, Chicago. Northern Ireland Council for the Curriculum, Examinations and Assessment (2000). Proposals for Changes to the Northern Ireland Curriculum Framework April-June 2000. Northern Ireland Curriculum Review, Phase 1 Consultation. Belfast: NICCEA. Northern Ireland Inter-faith Forum (NIFF) (2001). A Statement on Religious Education, agreed by the Northern Ireland Inter-faith Forum, January 10th 2001. Northern Ireland Statistical Research Agency (NISRA) (2001). http://www.nisra.gov.uk/census http://www.ucet.ac.uk/reportac01.html OECD (2002). Attracting Developing and Retaining Effective Teachers. Country Background Report for Northern Ireland. September- October 2002. OECD. Office of First and Deputy First Minister (2001) Minority Ethnic Groups in Northern Ireland: Experiences and Expectations of English Language Support in Education Settings. http://www.research.ofmdfmni.gov.uk/ethnic/back.htm Ornstein, A. & Levine, D. (2002). Foundations of Education, (8th ed).Boston: Houghton Mifflin Co. Osborne, R.D.(2001). ‘Higher Education, Participation and Devolution: the case of Northern Ireland’ in Higher Education Policy 14, 1. pp.45-60. QAA (2000). Quality Assurance in Initial Teacher Education: The Standard for Initial Teacher Education in Scotland. Benchmark information. Gloucester, QAA. Richardson, N. (2004). ‘Religious Education in Northern Ireland: Towards Mutual Respect?’ Paper presented at The Oslo Convention on Freedom of Religion or Belief, 2-5 September 2004, Oslo. Ross, A. & Hutchings, M. (2003). Attracting, Developing and Retaining Effective Teachers In the United Kingdom of Great Britain and Northern Ireland. OECD Country Background Report. London: Institute for Policy Studies in Education. Scottish Office Education Industry Department (SOEID) (1998). Guidelines for Initial Teacher Education Courses in Scotland. Edinburgh: The Scottish Office. Shannon, A. & McGinn, G. (2003). ‘The Departments’ Conference Background Paper’ in Teacher Education in a Climate of Change: A Report on the Conference, April 2003. Belfast: Department of Education/Department of Employment and Learning, pp.1-5. Sikes P. J. (1991). ‘Nature took its course? Student teachers and Gender Awareness’ in Gender Education 12 (92) pp.145-162. Smith, A.(2003). ‘Teacher Education in a Climate of Change: the Challenge of Curriculum Change’ in Teacher Education in a Climate of Change: A Report on the Conference, April 2003. Belfast: Department of Education/Department of Employment and Learning, pp. 51-61. Soares, A. (2002). ‘Experiences of Portuguese Migrant Workers in N.I.' Belfast, Multi-Cultural Resource Centre. Teacher Training Agency (2003). Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. UCET (2001). Annual Report http://www.ucet.ac.uk/reportac01.html Wideen, M.F. & Grimmett, P.P.(eds.)(1995). Challenging Times in Teacher Education – Restructuring or Reconceptualisation. London: Falmer.

PY - 2006

Y1 - 2006

N2 - Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.

AB - Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.

KW - teacher education

KW - Northern Ireland

M3 - Article

VL - 37

SP - 46

EP - 58

JO - Scottish Educational Review

T2 - Scottish Educational Review

JF - Scottish Educational Review

SN - 0141-9072

ER -