Cover not available

Article published In: Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 295–320

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

“It was two hours […] the same old thing and nothing came of it”

Continuing professional development among teachers in Gaeltacht post-primary schools

 | Dublin City University
Published online: 23 October 2018
DOI logo with link
https://doi.org/10.1075/jicb.17005.nit
Abstract
This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.
Article outline
  • 1.Continuing professional development among teachers in Irish-medium Gaeltacht post-primary schools
  • 2.Defining the Gaeltacht and Gaeltacht education: From geographical to linguistic criteria
  • 3.Continuing professional development (CPD) in the Republic of Ireland
  • 4.Teacher professional development
  • 5.Methodology
    • 5.1Design
    • 5.2Participant selection
    • 5.3Interviews
    • 5.4Data analysis
  • 6.Findings
    • 6.1Post-primary Gaeltacht teachers’ participation in professional development
    • 6.2Medium of CPD delivery
    • 6.3Models of CPD delivery
    • 6.4Barriers to participation
      • 6.4.1Time and family commitments
      • 6.4.2Location
  • 7.Discussion
    • 7.1Participation dependent on curriculum changes
    • 7.2Professional learning communities as models for CPD
    • 7.3The role of the professional experience of teachers in CPD design and delivery
  • 8.Conclusion
  • Notes
  • References
References (80)
References
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning. Retrieved from <[URL]>
Association of Teachers’ Centres in Ireland. (1994). The in-service needs of post-primary teachers and schools. Dublin: Association of Teachers’ Centres in Ireland.Google Scholar logo with link to Google Scholar
Baker, C. (2007). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.Google Scholar logo with link to Google Scholar
Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25–35). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Bryman, A. (2012). Social research methods (4th ed). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional children, 69 (3), 263–277. Google Scholar logo with link to Google Scholar
Caldwell, B. (2008). Networking knowledge to achieve transformation on schools. In C. Kimble, P. M. Hildreth, & I. Bourdon. (Eds.) (2008). Communities of practice: Creating learning environments for educators (Vol. 1 1, pp. 1–20). Charlotte, NC: Information Age Publishing.Google Scholar logo with link to Google Scholar
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal. 96 (2), 251–269. Google Scholar logo with link to Google Scholar
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18 (8), 947–967. Google Scholar logo with link to Google Scholar
Clement, M., & Vandenberghe, R. (2000). Teachers’ professional development: A solitary or collegial (ad) venture? Teaching and Teacher Education, 16 1, 81–101. Google Scholar logo with link to Google Scholar
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar
(1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24 1, 24–305.Google Scholar logo with link to Google Scholar
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
Coimisiún na Gaeltachta. (2002). Tuarascáil Choimisiún na Gaeltachta 2002.Google Scholar logo with link to Google Scholar
Comhchoiste um Oideachas sa Ghaeltacht. (1986). Tuarascáil an Chomhchoiste um Oideachas sa Ghaeltacht [The report of the Gaeltacht Education Committee]. Dublin: Oifig an tSoláthair.Google Scholar logo with link to Google Scholar
Conway, P. F., Murphy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. Report Commissioned by the Teaching Council. Retrieved from <[URL]>
Coolahan, J. (2003). Attracting, developing and retaining effective teachers: Country background report for Ireland. Retrieved from <[URL]>
(2007). A review paper on thinking and policies relating to Teacher Education in Ireland. Dublin: Teaching Council of Ireland. Retrieved from <[URL]>
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76 (3), 383–412. Google Scholar logo with link to Google Scholar
Darling-Hammond, L. (2009). Teaching and the change wars: The professionalism hypothesis. In A. Hargreaves & M. Fullan (Eds.), Change wars (pp. 45–70). Bloomington, IN: Solution Tree.Google Scholar logo with link to Google Scholar
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37 (8), 677–692. Google Scholar logo with link to Google Scholar
Day, C., & Sachs, J. (2005). International handbook on the continuing professional development of teachers. Maidenhead: McGraw-Hill International.Google Scholar logo with link to Google Scholar
Day, E. M., & Shapson, S. (1996). Studies in immersion education. Clevedon, UK: Multilingual Matters.Google Scholar logo with link to Google Scholar
Denzin, N. K., & Lincoln, Y. S. (2003). Strategies of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Department of Education and Skills. (2015). A Joint Report by the Education and Training Inspectorate and the Department of Education and Skills Inspectorate on Promoting and Improving Literacy in Post-Primary Schools. Dublin: Department of Education and Skills.Google Scholar logo with link to Google Scholar
. (2016). Policy on Gaeltacht Education 2017–2022. Dublin: Department of Education and Skills.Google Scholar logo with link to Google Scholar
Egan, E. (2004). Continuing professional development of teachers. In A. Burke (Ed.), The Standing Conference on Teacher Education North and South (SCOTENS), Teacher Education in the Republic of Ireland (pp. 11–19). Armagh: The Centre for Cross Border Studies.Google Scholar logo with link to Google Scholar
Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Education Studies, 56 (1) 20–38. Google Scholar logo with link to Google Scholar
Fullan, M., & Hargreaves, A. (1992). Teacher development and educational change. London: Falmer Press.Google Scholar logo with link to Google Scholar
Gleeson, J. (2012). The professional knowledge base and practice of Irish post-primary teachers: What is the research evidence telling us? Irish Educational Studies, 31 (1), 1–17. Google Scholar logo with link to Google Scholar
Granville, G. (2005). Cultivating professional growth: Evaluation report on the impact and experience of the second level support service. Dublin: Department of Education and Science.Google Scholar logo with link to Google Scholar
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18 (1), 59–82. Google Scholar logo with link to Google Scholar
Habhab-Rave, S. (2008). Workplace learning in a Community of Practice: How do schoolteachers learn? In C. Kimble, P. M. Hildreth & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol. 1 1, pp. 213–231). Charlotte, NC: Information Age Publishing.Google Scholar logo with link to Google Scholar
Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin & Ontario Principals Council and the National Staff Development Council.Google Scholar logo with link to Google Scholar
Hargreaves, A. (1992). Cultures of teaching: A focus for change. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development (pp. 216–240). New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar
(2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6 (2), 151–182. Google Scholar logo with link to Google Scholar
Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6 (3), 227–241. Google Scholar logo with link to Google Scholar
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’Gorman, M. (2006). Irish in primary schools: Long-term national trends in achievement. Dublin: Department of Education and Science.Google Scholar logo with link to Google Scholar
Hoyle, E., & Wallace, M. (2005). Educational leadership: Ambiguity, professionals and managerialism. London: Sage.Google Scholar logo with link to Google Scholar
Hoyle, J., & John, P. (1995). Professional knowledge and professional practice. London: Cassell.Google Scholar logo with link to Google Scholar
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31 (2), 235–250. Google Scholar logo with link to Google Scholar
Landry, R., Allard, R., & Deveau, K. (2007). Bilingual schooling of the Canadian francophone minority: A cultural autonomy model. International Journal of the Sociology of Language, 185 1, 133–162.Google Scholar logo with link to Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Leonard, D., & Gleeson, J. (1999). Context and coherence in initial teacher education in Ireland: The place of reflective inquiry. Teacher Development, 3 (1), 49–65. Google Scholar logo with link to Google Scholar
Mac Donnacha, S. (2005). Staid reatha na scoileanna Gaeltachta 2004: Léargas ó na príomhoidí, na múinteoirí agus na tuismitheoirí [A study of Gaeltacht schools 2004: perspectives from principals, teachers and parents]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Mac Donnacha, S., Ní Shéaghdha, A., Ní Chualáin, F., & Ní Mhainnín, T. (2004). Staid reatha na scoileanna Gaeltachta 2004: Tuarascáil don Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta [A study of Gaeltacht schools 2004]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
MacBeath, J. (2012). Future of teaching profession. Cambridge: Cambridge University, Faculty of Education: Education International Research Institute.Google Scholar logo with link to Google Scholar
McGarr, O., & O’Brien, J. (2007). Teacher professional development and ICT: An investigation of teachers studying a postgraduate award in ICT in education. Irish Educational Studies, 26 (2), 145–162. Google Scholar logo with link to Google Scholar
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Ní Bhaoill, M., & Ó Duibhir, P. (2004). Tús na léitheoireachta i scoileanna Gaeltachta agus lán-Ghaeilge. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Ní Shéaghdha, A. (2010). Taighde ar dhea-chleachtais bhunscoile i dtaca le saibhriú/sealbhú agus sóisialú teanga do dhaltaí arb í an Ghaeilge a gcéad teanga. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
(2011). Dea-Chleachtais i dTaca le hÁiseanna Teagaisc don Teagasc trí Ghaeilge in iar-bhunscoileanna na Gaeltachta agus lán-Ghaeilge: Tuairimí/ Taithí atá ag Múinteoirí Iar-bhunscoile Gaeltachta/lán-Ghaeilge i dtaca le hÁiseanna Teagaisc don Teagasc trí Ghaeilge agus samplaí de na dea-chleachtais i bhfoirm áiseanna teagaisc atá cruthaithe acu féin. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Ó Duibhir, P., Ní Chuaig, N., Ní Thuairisg, L., & Ó Brolcháin, C. (2015). Education provision through minority languages: Review of international research. Dublin: The Department of Education and Skills.Google Scholar logo with link to Google Scholar
Ó Duibhir, P. (2006). Oideachas agus forbairt ghairmiúil leanúnach múinteoirí i scoileanna Gaeltachta agus lán-Ghaeilge. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Ó Flatharta, P. (2007). Struchtúr oideachais na Gaeltachta [Gaeltacht Educational Structure]. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Ó Giollagáin, C., & Charlton, M. (2015). Nuashonrú ar an Staidéar Cuimsitheach Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht: 2006–2011 [An updated report on the comprehensive linguistic study of the use of Irish in the Gaeltacht]. Na Forbacha, Galway: Údarás na Gaeltachta.Google Scholar logo with link to Google Scholar
Ó Giollagáin, C., Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A., & O’Brien, M. (2007). An staidéar cuimsitheach teangeolaíoch ar úsáid na Gaeilge sa Ghaeltacht [Comprehensive linguistic study of the use of Irish in the Gaeltacht: Principal findings and recommendations]. Dublin: Oifig an tSoláthair.Google Scholar logo with link to Google Scholar
Ó hAiniféin, D. (2008). An Tumoideachas in Éirinn / Immersion education in Ireland. Dublin: Coiscéim.Google Scholar logo with link to Google Scholar
Oifig an tSoláthair. (1926). Coimisiún na Gaeltachta Report. Dublin: Oifig an tSoláthair.Google Scholar logo with link to Google Scholar
. (1963). Coimisiún um Athbheochan na Gaeilge: Tuarascáil dheiridh [The Irish language revival commission: Final report]. Dublin: Oifig an tSoláthair.Google Scholar logo with link to Google Scholar
Ó Laoire, M. (2012). Language policy and minority language education: Re-exploring the issues. Language, Culture and Curriculum, 25 (1), 17–25. Google Scholar logo with link to Google Scholar
Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing.Google Scholar logo with link to Google Scholar
. (2009). Teachers’ professional development: Europe in international comparison. OECD Publishing.Google Scholar logo with link to Google Scholar
. (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing.Google Scholar logo with link to Google Scholar
O’Toole, C., & Hickey, T. (2013). Diagnosing language impairment in bilinguals: Professional experience and perception. Child Language Teaching and Therapy, 29 (1) 91–109. Google Scholar logo with link to Google Scholar
Péterváry, T., Ó Curnáin, B., Ó Giollagáin, C. & Sheahan, J. (2014). Iniúchadh ar an gcumas dátheangach: an sealbhú teanga i measc ghlúin óg na Gaeltachta / Analysis of bilingual competence: Language acquisition among young people in the Gaeltacht. Dublin: an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.Google Scholar logo with link to Google Scholar
Peyton, J. K. (1997). Professional development of foreign language teachers. ERIC Clearinghouse on Languages and Linguistics Washington DC. Retrieved from <[URL]>
Rialtas na hÉireann (2010). Straitéis 20 bliain don Ghaeilge 2010–2030. [The twenty year strategy for the Irish language 2010–2030]. Dublin: Rialtas na hÉireann.Google Scholar logo with link to Google Scholar
Richards, L. (2005). Handling qualitative data. Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice. New York, NY: Teachers Press, Columbia University.Google Scholar logo with link to Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15 (2), 4–14. Google Scholar logo with link to Google Scholar
Sugrue, C. (2002). Irish teachers’ experiences of professional learning: Implications for policy and practice. Journal of In-service Education, 28 (2), 311–338. Google Scholar logo with link to Google Scholar
Sugrue, C., & Uí Thuama, C. (1997). Lifelong learning for teachers in Ireland: Policy, provision and vision. British Journal of In-service Education, 23 (1), 55–70. Google Scholar logo with link to Google Scholar
Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7 (3), 263–268. Google Scholar logo with link to Google Scholar
Tedick, D. J. (1996). Combining immersion experiences and pedagogy for language teachers: Lessons learned and changes implemented. Foreign Language Annals, 29 (3), 415–427. Google Scholar logo with link to Google Scholar
The Teaching Council of Ireland. (2011). Policy on the continuum of teacher education. Retrieved from <[URL]>
. (2012). Code of professional conduct for teachers. Retrieved from <[URL]>
. (2016). Cosán: Framework for teachers’ learning. Retrieved from <[URL]>
Yildirim, R. (2008). Adopting communities of practice as a framework for teacher development. In C. Kimble, P. M. Hildreth & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol. 1 1, pp. 233–253). Charlotte, NC: Information Age Publishing.Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Nic Aindriú, Sinéad, Lorraine Connaughton-Crean, Pádraig Ó Duibhir & Joe Travers
2023. The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools. Education Sciences 13:3 ► pp. 281 ff. DOI logo
Markey, Michael
2022. Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland. Journal of Immersion and Content-Based Language Education 10:1 ► pp. 33 ff. DOI logo
Nic Aindriú, Sinéad, Pádraig Ó Duibhir, Lorraine Connaughton-Crean & Joe Travers
2022. The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education. Education Sciences 12:12 ► pp. 909 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue