Completed Research Projects

Completed Research Projects

• Big Pictures of the Past in History Research Project (2019-2021). A research collaboration between The School of Education, University College Dublin and the National Council for Curriculum and Assessment. This research sought to capture the readiness of student teachers at post primary level to help their students achieve ‘big picture’ learning outcomes. It also sought to identify the types of ‘big picture’ with which they and their first year History students currently operate. Over the two school years, 2019-2020 and 2020-2021, qualitative research was completed by a total of 257 first year History students. As a follow-up, focus-group interviews were held in each of 15 schools, with just under 150 students involved. In the 2020-2021 school year, a second round of focus-group interviews was held in each of  7 participating schools. Findings suggest that student teachers and their first year History students would benefit from a temporal framework for classroom use, which supports students in achieving related and relevant learning outcomes. For more information, please contact John Dredge, (opens in a new window)john.dredge@ucd.ie, Dr Ruth Ferris, (opens in a new window)ruth.ferris@ucd.ie or Ger O’Sullivan, (opens in a new window)ger.osullivan@ncca.ie.

• The Professional Student Programme for Educational Resilience, (2017 - 2019); Funded by the Irish Research Council. In this research-practice partnership, UCD School of Education researchers are collaborating with two DEIS post-primary schools and subject specialist teachers to embed psychosocial competencies training into the English and SPHE school curricula. Through the mediums of these subjects, students will learn how to better manage the organisational, academic and social demands of secondary schooling and stay engaged in learning. The programme is being evaluated using a rigorous quasi-experimental design. (Contact Dr Jennifer Symonds (opens in a new window)jennifer.symonds@ucd.ie, and Dr Benjamin Torsney, (opens in a new window)benjamin.torsney@ucd.ie).

• Level Up: Enhancing socially disadvantaged young people’s career, college and work readiness through a school-based training programme, (2017 - 2018); Funded by University College Dublin. This project assesses the feasibility of implementing a career and college readiness training programme with Transition Year students (age 15 - 16) in one DEIS post-primary school. The training programme is written by occupational and developmental psychologists as well as experts in creative pedagogies, and was originally used with unemployed young adults in Dublin city. (Contact Dr Jennifer Symonds (opens in a new window)jennifer.symonds@ucd.ie, and Dr Benjamin Torsney, (opens in a new window)benjamin.torsney@ucd.ie).

• Dublin – a child friendly city? An interdisciplinary study of children and young peoples agency in, and lived experience of, the urban environment, 1997- 2017 (2017 - 2019); Funded by Irish Research Council. This interdisciplinary study draws on the fields of children’s rights, sociologies of childhood, geography and urban studies. It explores the experience of Dublin as a Child Friendly City during a period of intensive boom and bust (from 1997 – 2017).  It traces how this rapidly changing economic and policy landscape impacted on children and young people in terms of their engagement with the urban environment. Professor Dympna Devine, UCD School of Education and Associate Professor Niamh Moore-Cherry, UCD School of Geography. Contact (opens in a new window)Cliodhna.martin@ucdconnect.ie

• So How Was School Today? (2017); Funded by Dept of Children and Youth Affairs. This study is the first national level study of the perspectives of young people of of teaching and learning in secondary schools.  The survey accessed young people through Comhairle Na NOg with a sample of over 3,000 respondents.  Please contact Professor Dympna Devine ((opens in a new window)dympna.devine@ucd.ie) for further details.

• Quality of Life and Well-Being of children with Cystinosis across Family, Community and School, Cystinosis  Ireland, (2017); Commission review of research in relation to children with Cystinosis and related studies of children with chronic illness. 

• Valuing the Past, Sustaining the Future  (A international comparative study of Education, Knowledge and Identity in coastal communities), 2016–2020; Funded by the Norwegian Research Council. This project addresses education, knowledge and identity formation among girls and boys across three generations (as perceived by youth, parents and grandparents) of diverse ethnic backgrounds in coastal communities in five countries. The overall aim is to provide a deeper knowledge base about the shifting and dynamic interplay between education (non-formal and formal), society and working life, bridging past-present-future in cross-national contex (contact Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie)

• A cluster-randomised controlled trial and process evaluation of Zippy’s Friends, 2016 - 2018; Funded by the Education Endowment Foundation (England). This project evaluates the impact of a school-based, social and emotional learning programme, designed to be delivered by the class teacher on a weekly basis throughout the course of a school year, on academic, social and emotional outcomes for 6-7 year olds in England. Trial registration: ISRCTN82558815 (contact Dr Seaneen Sloan, (opens in a new window)seaneen.sloan@ucd.ie)

• Philosophy Ireland (A national network of researchers and teachers concerned with the advancement of Philosophy at all levels of Irish society); 2015 – 2017; Funded by the Educational Studies Association of Ireland. The ambition of Philosophy Ireland is to raise awareness about the educational significance of Philosophy, both as an evolving history of ideas and as a mode of thoughtful and creative inquiry. Among a number of initiatives in the Irish context, the network is interested in researching the pedagogical mode of “P4C” (Philosophy for Children), which foregrounds children’s voice and creative participation in the classroom space. The official launch of Philosophy Ireland takes place on August 27th at the City Assembly House, 58 South William Street, Dublin 2. More info at our website, philosophyireland.ie. Contact Áine Mahon ((opens in a new window)aine.mahon@ucd.ie)

• PROMQUE (Promoting  Equity and Equality in schools); 2014–2017; Funded by the EU Commission. This is a three-year study examining the impact of positive interventions in working with teachers and school leaders in DEIS schools. A key focus is examining school cultures for change, supporting school teams  through the process of reflection and change and evaluating overall impact in terms of both quality of teaching and learning outcomes.  (contact: Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie; Dr Declan Fahie: d(opens in a new window)eclan.fahie@ucd.ie; Dr Catherine Merrigan : (opens in a new window)catherine.merrigan@ucd.ie)

• PEER (Participation, Experience and Empowerment of Roma Children and Youth; 2014–2016; Funded by the EU Commission. This is a comparative study of Roma and Traveller children in seven European countries, building capacity toward real and meaningful change in their lives.  It does so through drawing on participatory action inquiry, and working directly with the young people on areas of concern within their communities. The Irish team is currently working with four groups of Traveller children across two communities. (contact: Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie;  Cliodhna Martin ((opens in a new window)cliodhna.martin@ucdconnect.ie)

• Comhairle Na nOg – a study of the process, methodology and work of the National Executive of the Children’s Youth Parliament ; 2014–2016; Funded by the Dept of Children and Youth Affairs. A two year study tracing the work of these young people as they develop an action plan in relation to the promotion of mental health awareness among young people in Ireland. (Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie;  and Dr Deirdre McGillicuddy: (opens in a new window)deirdre.mcgillicuddy@ucdconnect.ie)

• Children’s Citizenship across family, community, home and school; 2012–2017; Funded by the Irish Research Council. This study explores dimensions and experiences of citizenship in the lives of 9 and 13 year olds in Ireland.  It draws on national level data through the Growing Up in Ireland study coupled with intensive case study analysis of practice in 6 schools at primary and secondary level across Ireland. (Contact: Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie;  and Ms Fiona O’Shea: (opens in a new window)Fiona.oshea@ucdconnect.ie)

• The Impact of (Hetero)Normative Organisational Cultures & Systems on the Experiences of Lesbian, Gay and Bisexual Teachers in Irish Primary Schools, 2012-2014; Funded by The Irish Research Council (IRC). This research explores how the overwhelmingly denominational systems and structures which operate in Irish education impact upon the experiences of LGB teachers as they negotiate their personal, professional and sexual identities. (contact Dr Declan Fahie: (opens in a new window)declan.fahie@ucd.ie)

• Migrant children in Education (on-going); Funded by the Irish Research Council; Fulbright Commission; Department of Children and Youth Affairs; EU Commission. Research exploring the changing ethnic and demographic profile in schools in Ireland over the past fifteen years.  A core focus has been identifying policies and practices in schools in newly multi-ethnic contexts and the challenges as well as opportunities that arise from rapid social and cultural change. A specialist focus has been exploring these issues through the lens of children’s voices, highlighting dynamics of inclusion/exclusion, power and in/equalities as migrant children traverse between home/community and school.   This research has explored how teaching and leadership practices evolve in newly multi-ethnic contexts and the wider impact of increasing ethnic diversity in a predominantly faith (Catholic) based state-funded education system (contact Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie)

• Ethics and Education (An interdisciplinary project between UCD School of Education, UCD School of Philosophy, UCD School of Politics and International Relations and UCD Sutherland School of Law), 2016-18; Funded by UCD (Education, Philosophy, SPIRE and LAW); EthicsandEducation is an interdisciplinary project examining various ways in which ethicalissues andethicaltraining enter the primary and secondary school curricula in Ireland and the UK. We aim to open a dialogue between disciplines, between countries and between the theoretical level and the concrete policy level. The project’s first workshop took place in UCD (Sutherland School of Law) on Friday September 23rd 2016. We were delighted to welcome as our speakers Professor Matthew Clayton (Warwick University). Dr Audrey Bryan (DCU) and Dr Jones Irwin (DCU).  (Contact Dr Aine Mahon (opens in a new window)aine.mahon@ucd.ie)

• Sequestered: Loreto, the Green and 1916, 2016; Funded by the Irish Research Council; This is a Digital Humanities project, funded by the Irish Research Council, which has been completed as part of the Decade of Centenaries research programme for the IRC and UCD. The project examines the Convent Annals for Loreto College, St Stephen’s Green, Dublin, during Easter Week, 1916. The convent overlooked St Stephen’s Green, and the annals recount aspects of the Rising from the perspective of the nuns and pupils sequestered within the convent school. The outputs include a digital archive at UCD, and a digital exhibition in Google Cultural Institute, which is the first of its kind to explore schooling and historical documents in Ireland. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• Nano Nagle, a Digital History Project, 2016-18; Funded by UCD Foundation/PBVMs.  This project examines the work of Nano Nagle and the earliest Presentation convent schools in Ireland. Using Digital Humanities tools, the research includes building an Open Access research resource, and bringing all the surviving letters of Nano Nagle into one digital collection based within the super-collection called Convent Collections, at UCD Digital Archive, which has been developed by Deirdre Raftery working with UCD Digital Library. The project is funded by UCD Foundation and by the Union of PBVMs.  The research includes funded support for graduate and post-doctoral research, and PhD applicants interested broadly in this area will be considered. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• Convent Collections: a Super-Collection within UCD Digital Library, 2016; Funded by the Irish Research Council and UCD Foundation. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie

• Imperial Habits, 2016-17; Funded by UCD College of Human Sciences. This project brings together three scholars representing New Zealand, Canada and Ireland, to develop a study of nineteenth-century women religious and education. The research is UCD College of Human Sciences. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• Fulbright Scholar in the Humanities, Boston College, 2015, awarded to Associate Professor Deirdre Raftery; Funded by: Fulbright Foundation. This involved a semester of research in the USA, working on education and the Irish diaspora in the nineteenth century, with particular reference to convent schooling and the work of emigrant nuns. It was funded by the Fulbright Foundation. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• Philosophy Ireland (A national network of researchers and teachers concerned with the advancement of Philosophy at all levels of Irish society), 2015-17; Funded by Educational Studies Association of Ireland; The ambition of Philosophy Ireland is to raise awareness about the educational significance of Philosophy, both as an evolving history of ideas and as a mode of thoughtful and creative inquiry. Among a number of initiatives in the Irish context, the network is interested in researching the pedagogical mode of “P4C” (Philosophy for Children), which foregrounds children’s voice and creative participation in the classroom space. The official launch of Philosophy Ireland took place on August 27th at the City Assembly House, 58 South William Street, Dublin 2. Our keynote speaker (and Philosophy Ireland patron) was Ms. Sabina Higgins. More info at our website (opens in a new window)www.philosophyireland.ie  (Contact Dr Aine Mahon (opens in a new window)aine.mahon@ucd.ie)

• The Irish Diaspora and Education, 2014; Funded by the Irish Research Council. The Irish diaspora in the nineteenth century was at the centre of this exploration of sources in Australia (Sydney and Melbourne). The main focus was on female pupils and women religious in convent schools, and the experience of women emigrants who either taught in those schools or made a significant contribution to education in Australia. Funded by: Irish Research Council. The research has generated new research opportunities for graduate researchers interested in working in this area under the supervision of Assoc. Professor Deirdre Raftery. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• CUSHWA Hibernian Research Award: Irish Women Religious and Education in Nineteenth-Century America, 2014; Funded by University of Notre Dame.  This research award was made by the CUSHWA Centre at the University of Notre Dame, and supported work on primary source materials concerning Irish nuns and education in nineteenth-century America. The research has generated new research opportunities for graduate and post-doctoral researchers interested in working in this area under the supervision of Assoc. Professor Deirdre Raftery, and can include internships/research opportunities in the USA. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• Ireland-Canada Dobbin Research Award: Irish Women Religious and Education in Nineteenth-Century Canada, the Loretto Convents, 2014; Funded by the Ireland-Canada Foundation. This project represented another arm of the research on the education of the Irish diaspora that is an area of expertise within the School of Education. The research was undertaken in collaboration with the University of Toronto, and the IBVM Archives, Canada and North America.(Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie)

• A historical analysis of the experiences of being a female religious working in Catholic schools in Ireland, 1950-2008, 2009; Funded by the Irish Research Council for the Humanities and Social Sciences. (Contact Associate Professor Judith Harford (opens in a new window)judith.harford@ucd.ie)

• Gender and the Delivery of Junior Cycle History, 2004; Funded by the Department of Education and Science. This was a national survey, examining the delivery and assessment of the history curriculim at junior-cycle level in Ireland. The study included an analysis of textbooks, curriculum, and the construction and component parts of the junior cycle examinations. The research was funded by the Gender Equality Unit of the Department of Education and Science, and the research partner was Trinity College Dublin. (Contact Associate Professor Deirdre Raftery (opens in a new window)deirdre.raftery@ucd.ie

• Implementation study of a school-based social and emotional learning intervention. Under funding from Enterprise Ireland, Associate Professor Corcoran serves as PI and knowledge provider lending expertise in developing a theory of change for specifying how, when and why a school-based social and emotional learning intervention is expected to have an impact. Please contact Professor Corcoran ((opens in a new window)roisin.corcoran@ucd.ie).

• Emotional competencies, development education and teacher preparation. Under Ubuntu Network funding, Associate Professor Corcoran serves as PI for a study designed to promote an awareness of emotional competencies, development education and developmental issues within teacher preparation. Please contact Professor Corcoran ((opens in a new window)roisin.corcoran@ucd.ie).

• Understanding the development of school leaders’ and teachers’ well-being and emotional competencies; Under OBRSS funding, Associate Professor Corcoran serves as PI for a longitudinal study designed to examine the development of school leaders’ and teachers’ well-being and emotional competencies (Contact Professor Corcoran (opens in a new window)roisin.corcoran@ucd.ie).

• The Professional Student Programme for Educational Resilience, (2017 - 2019); Funded by the Irish Research Council. In this research-practice partnership, UCD School of Education researchers are collaborating with two DEIS post-primary schools and subject specialist teachers to embed psychosocial competencies training into the English and SPHE school curricula. Through the mediums of these subjects, students will learn how to better manage the organisational, academic and social demands of secondary schooling and stay engaged in learning. The programme is being evaluated using a rigorous quasi-experimental design. (Contact Dr Jennifer Symonds (opens in a new window)jennifer.symonds@ucd.ie, and Dr Benjamin Torsney, (opens in a new window)benjamin.torsney@ucd.ie).

• Level Up: Enhancing socially disadvantaged young people’s career, college and work readiness through a school-based training programme, (2017 - 2018); Funded by University College Dublin. This project assesses the feasibility of implementing a career and college readiness training programme with Transition Year students (age 15 - 16) in one DEIS post-primary school. The training programme is written by occupational and developmental psychologists as well as experts in creative pedagogies, and was originally used with unemployed young adults in Dublin city. (Contact Dr Jennifer Symonds (opens in a new window)jennifer.symonds@ucd.ie, and Dr Benjamin Torsney, (opens in a new window)benjamin.torsney@ucd.ie).

• Quality of Life and Well-Being of children with Cystinosis across Family, Community and School, Cystinosis  Ireland, 2017. Commission review of research in relation to children with Cystinosis and related studies of children with chronic illness. 

• Review of NCSE resource allocation process and evaluation of deployment of resources in schools, (2013); Funded by the National Council for Special Education; This research report was based on a national study of primary, second-level and special schools in Ireland. It examined how the additional resource system for pupils with additional educational needs is functioning in Irish schools. It explored the views of all stakeholders, including school personnel, pupils with additional needs and their parents, as well professionals from external agencies that support schools in responding to additional educational needs. The report has been influential in changing how resources will be allocated and deployed in Irish schools in the future. Kinsella, W, Murtagh, L. and Senior, J.

• A cluster-randomised controlled trial and process evaluation of Zippy’s Friends, (2016–2018); Funded by the Education Endowment Foundation (England). This project evaluates the impact of a school-based, social and emotional learning programme, designed to be delivered by the class teacher on a weekly basis throughout the course of a school year, on academic, social and emotional outcomes for 6-7 year olds in England. Trial registration: ISRCTN82558815 (contact Dr Seaneen Sloan, (opens in a new window)seaneen.sloan@ucd.ie)

• Implementation study of a school-based social and emotional learning intervention. Under funding from Enterprise Ireland, Associate Professor Corcoran serves as PI and knowledge provider lending expertise in developing a theory of change for specifying how, when and why a school-based social and emotional learning intervention is expected to have an impact. Please contact Professor Corcoran ((opens in a new window)roisin.corcoran@ucd.ie).

• Emotional competencies, development education and teacher preparation. Under Ubuntu Network funding, Associate Professor Corcoran serves as PI for a study designed to promote an awareness of emotional competencies, development education and developmental issues within teacher preparation. Please contact Professor Corcoran ((opens in a new window)roisin.corcoran@ucd.ie).

• Understanding the development of school leaders’ and teachers’ well-being and emotional competencies; Under OBRSS funding, Associate Professor Corcoran serves as PI for a longitudinal study designed to examine the development of school leaders’ and teachers’ well-being and emotional competencies (Contact Professor Corcoran (opens in a new window)roisin.corcoran@ucd.ie).

• So How Was School Today? – Funded by Dept of Children and Youth Affairs 2017. This study is the first national level study of the perspectives of young people of of teaching and learning in secondary schools.  The survey accessed young people through Comhairle Na NOg with a sample of over 3,000 respondents.  Please contact Professor Dympna Devine ((opens in a new window)dympna.devine@ucd.ie) for further details.

• Formation and Competence building of University Academic Developers; Funded by the Norwegian Research Council. While teaching and learning is a core activity in universities, there is little knowledge available on those who teach the university teachers and guide educational leadership – the academic developers. The project aim at study current practices of academic development in five universities in Norway, Sweden and the US as a basis for initiating a competence building project of academic developers in two Norwegian universities. The project is led by Professor Tone Dyrdal Solbrekke, University of Oslo, while  its co-director is Professor Ciaran Sugrue (contact ciaran.sugrue@ucd.ie)

• International Successful School Principals’ Project (ISSPP). As active members of this network, case studies are currently being completed in the Irish context with an emphasis on leadership in primary and post–primary schools and what this entails in detail. Fieldwork has already been completed for two cases with more cases planned for the  current academic  year. This work is being undertaken collaboratively between Professor Gerry Macruairc (NUIG) and Professor Ciaran Sugrue, UCD, while doctoral student Gavin Murphy is involved as a research assistant. (contact ciaran.sugrue@ucd.ie)

• PROMQUE (Promoting  Equity and Equality in schools); 2014–2017; Funded by the EU Commission. This is a three-year study examining the impact of positive interventions in working with teachers and school leaders in DEIS schools. A key focus is examining school cultures for change, supporting school teams  through the process of reflection and change and evaluating overall impact in terms of both quality of teaching and learning outcomes.  (contact: Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie; Dr Declan Fahie: (opens in a new window)declan.fahie@ucd.ie; Dr Catherine Merrigan: (opens in a new window)catherine.merrigan@ucd.ie)

• The Impact of (Hetero)Normative Organisational Cultures & Systems on the Experiences of Lesbian, Gay and Bisexual Teachers in Irish Primary Schools, 2012-2014; Funded by The Irish Research Council (IRC). This research explores how the overwhelmingly denominational systems and structures which operate in Irish education impact upon the experiences of LGB teachers as they negotiate their personal, professional and sexual identities. (contact Dr Declan Fahie: (opens in a new window)declan.fahie@ucd.ie)

• International Study of Teacher Observation and Feedback (ISTOF); Funded by the Department of Education and Skills. This was part of a larger international study piloting the inter-rater reliability of an observation schedule of teaching practices in the classroom. The Irish study also included interviews with 78 teachers across 12 primary and secondary schools about why they teach the way they do in addition to a questionnaire to staff in these schools on their constructs of what constitutes ‘good teaching’.  Current work arising from this baseline research explores the concept of teacher habitus, teaching for social justice and children’s rights, in addition to teacher resilience and self-efficacy.  Research team included Professor Dympna Devine, Professor Gerry MacRuairc, Dr Declan Fahie, Dr Deirdre McGillicuddy and Associate Professor Judith Harford. (contact: (opens in a new window)dympna.devine@ucd.ie; (opens in a new window)declan.fahie@ucd.ie)

• Teaching and leadership in newly multi-ethnic schools; Funded by the Department of Education and Skills and Immigrant Council of Ireland. This was a rolling research project into the impact of immigration on policy and practices in schools.  Drawing on qualitative methodologies and case studies of practice in primary and secondary schools, the research explored the challenges and opportunities that arise in teaching and leading for diversity in newly multi-ethnic schools.  (contact Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie)

• Gender and New Managerialism in Education; Funded by Department of Education and Skills. This research, co-investigated with Professor Kathleen Lynch and Dr Bernie Grummell,  involved a qualitative exploration of the recruitment and experience of senior management in all sectors of education (Primary, Secondary and Higher Education) in an era of new managerial reform.  A core focus was on the impact of such reform on organizational culture, the intensification of leadership roles and the implications for gendered patterns of representation in leadership positions in schools and higher education institutions.   Central to the analysis is the relationship between care and education and the negative impact of neo-liberal reform on the caring ethos of public service institutions such as education. (contact: Professor Dympna Devine: (opens in a new window)dympna.devine@ucd.ie; Professor Kathleen Lynch (opens in a new window)kathleen.lynch@ucd.ie)

• Quavers to Quadratics 2015 -; Funded through Science Foundation Ireland's Discover Programme. This transdisciplinary project sees undergraduate physics, education and music students deliver workshops to primary school children at the National Concert Hall. The content reflects the significant overlaps between music and science. Undergraduate students work the primary teachers through co-teaching. This work is co-investigated with Prof Marita Kerin at TCD School of Education. Our research interests focus on the undergraduate’s identity as a result of participation. (contact Dr Shane Bergin (opens in a new window)shane.bergin@ucd.ie)

• Bratislava Declaration for Young Researchers 2016. This pan-European project involves early-career researchers from a range of academic disciplines. Lead by the European Commission and the Slovak Presidency of the Council of the EU, the Bratislava Declaration sets out the aspirations the authors have for European research. The text (available at (opens in a new window)http://www.eu2016.sk/data/documents/bratislava-declaration-of-young-researchers-final.pdf) focuses on empowering young researchers, establishing clear career trajectories, work-life balance, and the research environment. At an Irish level, Dr Bergin is working the Dept of Jobs Enterprise & Innovation and a cohort of young Irish researchers to contextualise the Bratislava Declaration for Irish research. (contact Dr Shane Bergin (opens in a new window)shane.bergin@ucd.ie)

• Researching the Role of Co-Operating Teachers in the Professional Formation of Student Teachers; Funded by the Irish Research Council. Co-operating teachers play a significant role in their professional formation, yet this role is typically on a voluntary basis and often without formal training. Since 2014, in line with national policy, individuals training to become teachers must under-take a two-year Master’s qualification which places added responsibility on the shoulders of co-operating teachers, yet without any additional training or remuneration. This research examines the key role co-operating teachers play in the professional formation of student teachers, identifying how schools, universities and policy makers working in partnership can best support this role. (contact Associate Professor Judith Harford, (opens in a new window)judith.harford@ucd.ie)

• The Professional Identity and Emerging Pedagogical Practices of Student Teachers: A Gendered Reading. Teacher professional identity has been extensively researched and generated a tapestry of complex definitions and interpretations. It is contextual, multiple relational/emotional, storied and central to teachers’ in-class practices and beliefs. This research examines the perspectives of student teachers on their professional formation, interrogating the influence, if any, of gender on student teachers’ formation and on their emerging pedagogical practice. (contact Associate Professor Judith Harford, judith.harford@ucd.ie Dr Declan Fahie, (opens in a new window)declan.fahie@ucd.ie)