2023-2024 Funded Conference Attendance

Reference:

Mc Daid, R., Veck, W., & Proyer, M. (2023, August 22-25) Beyond the ‘good’ and the ‘bad’: Mapping different narratives in (forced) migration in McIntyre, J. & Dovego, F. Refugee education in the HERE and now: Creating places of diversity and sanctuary in ‘Fortress Europe’ Part One. [Symposium]. ECER Annual Conference, Glasgow.

Abstract:

Critiques of “good” and “bad” refugees and immigrants are well established in the literature (Etzel, 2022; Andrews, 2018) and explore phenomena such as (un)documentation, legal compliance, acting white, learning dominant languages and economic contributions. Conditional inclusion and belonging is available to particular immigrant minorities, contingent on certain competences, characteristics and efforts (Hackl, 2022). This issue has brought into sharp relief in recent times following the mass forced migration of people from Ukraine. Governments throughout Europe and beyond have responded to this human tragedy in ways that contrast pointedly with their previous responses to immigration (Esposito, 2022). This paper interrogates the educational consequences of the construction of worthy and unworthy refugees. It starts with an exploration of the enduring double standard that sees some displaced people conceived as tragic victims and others as unworthy of compassion and inclusion. Drawing on an analysis of sixteen oral contributions to series of online workshops held in late 2022 and early 2023, the paper proceeds to elucidate the ways in which displaced Ukrainian citizens have been rendered as worthy of social support and educational provision in ways that are denied to refugees across many European and wider circumstances. This, is evident, for example, in relation to a relaxation of regulations on compulsory attendance at school or the freedom for Ukrainian mothers to excuse their children from mandatory education in Austria, or the accelerated registration of Ukrainian teachers with the Irish Teaching Council. The paper argues that such differentiation is rooted, in the first instance, in racist ideology of successful access to performance of white, European identities. Furthermore, however, it is argued that there is a temporality to some of these exceptions, rooted in a deeper racialized understanding that war in Europe is time bound, while war and instability is inherent in non-European sites of refugee origin. In taking this viewpoint, we argue that the double standard viewed with a geographic lens seems stark but from a temporal perspective, the treatment of Ukrainian refugees, is the same old conditionality but paused, founded on a conditional hospitality, which will be eroded over time. The paper concludes that the current situation demonstrates possibilities towards more appropriate support for all refugees and asylum seekers but promises little by way of sustaining these approaches.

Reference:

Brennan, A. (2023, August 22-26). Research-based teacher education: a framework for research competency in initial teacher education. [Paper presentation]. 20th Biennial Conference European Association for Research on Learning and Instruction, Aristotle University of Thessaloniki, Greece.

Abstract:

The paper provides a qualitative analysis of models of research-based teacher education in Ireland, UK, Scandinavia and an analysis of scholarship on research competency development in Europe. The outcome is a new framework for the integration of research-based competency in initial teacher education. The framework presented in this paper, bridges ITE policy and standards with scholarship on undergraduate research (Healy and Jenkins 2009; Griffiths, 2004), final year projects (Mateo et al, 2010) and European quality assurance frameworks in Higher Education (ACLT 2015; JQI 2004). The framework plots a range of research competencies on a continuum of teacher research preparation, from; research literacy, research engagement, applied research, and research dissemination. The outcome is a research-informed model for the integration of research competencies in teacher education to support a research active profession.

Reference:

Austin, S. (2024, February 23-25). Sacred Places, Common Spaces: Using local graveyards & cemeteries as resources to explore heritage, culture and identity. [Paper presentation]. 26th Charney Manor Primary Geography Conference, Oxfordshire UK.

Abstract:

This is the story of a partnership, and of a professional development course that has grown from that partnership. The partnership began in 2016, and was driven initially by the Glasnevin Cemetery Museum Trust. Glasnevin is our National Cemetery, and the Trust was cognisant of Decade of Centeneries and aware that they didn’t have sufficient supports for primary schools in place – thus the impetus for a professional development course for teachers. Our team is comprised of two Teacher Educators, a professional historian of public history, and a museum education officer.

A key outcome of the partnership to date has been the development of a one-week summer course for primary teachers. While the focus of the partnership has been primarily history education, at MIE we take an integrated approach to history, geography and science education, reflecting the Irish Curriculum, where these subjects are gathered under the umbrella of SESE, and we quickly realised (and I’m here to demonstrate to you in this story) how cemeteries and graveyards are resources for rich geographical learning.

Our aim is to recognise the potential value of the local environment for the learning of history (and geography) with young children; to model best pedagogical practices in relation to the teaching of history (and geography); to help participants understand the complexity of people’s lives and historical events, and to appreciate their stories. We use place-based and inquiry pedagogies to encourage participants to question, wonder, think critically and explore.

This paper will detail the experiences of the teachers participating on the course, the stories they have uncovered, and our reflections and learnings from the process. Our findings demonstrate the value of this approach to professional learning for the teachers, their practice and the children in their classrooms.

Reference:

Ní Dhuinn, M. & Will, K., (2024, March 27-30). Examining and exploring the standards in teacher preparation in Ireland and the United States: The commonalities, differences and the influences of standards in our practices. [Paper presentation]. Annual meeting of the Association of Teacher Educators on A Professional Educator’s Kuleana: Preparing for the Future through Accountability, Diversity, Advocacy and Celebration, Anaheim, CA.

Abstract:

A necessary preamble to this paper includes an explication of its context. The paper will focus on global perspectives of teaching standards and teacher preparation within the context of an every-changing and ‘complex untidy real-world practice’ (Mooney-Simmie 2021, 2). As we emerge from the disruption of COVID-19, during which teacher preparation programs were ‘put in a lurch’ (Piccolo, Livers, and Tipton 2021, 229) in what White and McSharry describe as a ‘nebulous situation’ (2021,234), ongoing challenges present for teacher educators. The preparation of teacher candidates to teach in a global space that presents multiple new disorienting dilemmas (Mezirow, 1978) that force beginning teachers to quickly integrate new meanings into a ‘new normal’ (Mutton 2020, 440) created by the pandemic is both daunting and complex.

Notwithstanding the ‘disorienting dilemmas’ we are, as professional educators keen to continue to contribute to the ongoing development and enhancement of the teaching profession. Informed by our expertise and understanding as professional teacher educators we propose and create socially just solutions and explore possibilities that may benefit both the future of education and the future of the teaching profession.

This paper represents the first stage of a broader research project that seeks to explore and investigate the impact of teaching standards in teacher preparation programs globally. This paper will explore core elements of teaching standards across two countries (US and Ireland) and in one US state (Maine) to examine how the standards may contribute to the ongoing development of future cohorts of teacher candidates and beginning teachers. Nationally, the United States and Ireland, through their regulatory bodies (Council for Preparation for Education Preparation (CAEP: https://caepnet.org/standards/2022-itp/introduction ) and the Irish Teaching Council) have recently published new standards (https://www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf ) which respond to global priorities including global citizenship, teacher agency and identity, and inclusivity. It is these standards that are the specific focus of this paper.

Reference:

Ní Dhuinn, M. & Ingle-Carey, Jeanne. (2024, March 27-30). Meeting Them Where They Are At: Preparing Teacher Candidates to Work with Migrant and Displaced Children - A Review of Current Research. [Paper presentation]. Annual meeting of the Association of Teacher Educators on A Professional Educator’s Kuleana: Preparing for the Future through Accountability, Diversity, Advocacy and Celebration, Anaheim, CA.

Abstract:

The paper is prompted by the experiences of two teacher educators from two different jurisdictions (US and Ireland) who find themselves working through and negotiating similar challenges in preparing teacher candidates (who themselves are progressing through their initial teacher preparation programs) to teach migrant children. The preparation of teacher candidates to teach in a global space that presents multiple new disorienting dilemmas (Mezirow, 1978) forces beginning teachers to quickly integrate new meanings into post Covid-19 day to day work and is both daunting and complex. Added to this experience of teaching in a post-pandemic era comes the increase in migrant children who are entering North American and Northern European schools where teachers, especially new teachers, have little or no preparation in understanding both the language and social emotional needs of children who have experienced displacement due to war, economic deprivation, climate crisis and other traumatic events.

The paper will focus on global perspectives of preparing teacher candidates to teach and engage with migrant children who have been displaced into our education systems and who endure multiple challenges as a result. Finding effective and targeted ways for teacher educators to prepare our teacher candidates to serve this growing number of children is imperative. The UNICEF estimates that there are over 280 million migrant people around the world and 36 million are children. 3 million of these children currently reside in the United States (UNICEF, 2023). One of the greatest challenges for newcomer students is the acquisition of a new language to be able to communicate and participate in a meaningful way in our education system within the context of an every-changing and ‘complex untidy real-world practice’ (Mooney-Simmie 2021, 2). Research has shown that teacher education is crucial to multilingual success while teacher preparation in multilingual learner education is uneven at best (Ardasheva & Tretter, 2013; Alexander, 2015).

Reference:

Flannery, M., Nugent, M., Burgess, F., & Elliott, D. (2024, April 11-14). Let’s get critical: Exploring critical reflection integration with integrated arts experiences in initial teacher education. [Paper presentation]. American Education Research Association’s (AERA) Annual Meeting in Philadelphia.

Abstract:

Arising from an emphasis on critical reflection and interdisciplinarity in initial teacher education, four teacher arts educators report on a self-study that examines the value of critical reflection in arts education, specifically on integrated arts. In this study, the authors and their students critically reflected on their integrated arts experiences. Using qualitative analysis, the study identifies key themes gleaned from data comprising individual written critical reflections and recorded professional conversations. Using a model of reflection for interprofessional learning as a frame for presenting findings, the study reports positive personal, professional and interprofessional growth concerning creative habits and dispositions, collaborative creative processes and performance, relationships, self-efficacy and co-creation. The study highlights the essentiality of critical reflection in initial teacher arts education.

Reference:

Brennan, A. (2024, April 11-14). Interrogating Educational Possibilities through Teacher Education and Development. [Paper presentation]. American Education Research Association’s (AERA) Annual Meeting in Philadelphia.

Abstract:

Prompted by post-COVID reflection and globalizing forces of educational governance, amongst other factors, many education systems globally are undertaking national policy reviews and redevelopment work. In the Irish context, curriculum redevelopment processes have coincided with teacher education re-accreditation processes, as well as a recently reformed school leadership policy context. At this pivotal point for Irish education, there is an impetus to interrogate the educational possibilities inherent in the reforms addressed in this symposium. Therefore, this symposium centres on the transformative power of teacher education and development in a context of mandated reform, recognising both the pitfalls and potential of recent policy trajectories for practice. Thus, this symposium seeks to collectively explore (i) how conceptualisations of teachers and teacher/ school leaders as researchers and curriculum makers have resulted in an important return to the consideration of teacher agency (Biesta et al. 2015) and (ii) defining the contours, capacities and constraints associated with the ambition of establishing a research-engaged and research-active profession of educators, particularly one which at its core is focused on equity as well as excellence.

Reference:

Macken, S., MacPhail, A. & Calderón, A. (2024, May 13-17). The lived experience of a primary physical education teacher educator engaging in action research: cycling into change. [Paper presentation]. The 2024 AIESEP International Conference “Past meets the Future”, The University of Jyvaskyla, Finland.

Abstract:

This paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs) teaching physical education. Aligning with the work of Cook (2009) we argue that embracing and acknowledging the chaos and messiness of the process is essential to initiating change. Therefore, in making visible the often invisible actions and discomfort experienced this paper hoped to contribute as a catalyst for greater articulation of mess across research. Objective: to make visible the decisions and reflections that occurred during the multiple cycles of action research that were significant in the transformations that occurred throughout the study and subsequently the teacher educator’s delivery of a primary physical education module. Methods: Employing a seven-phase longitudinal action research approach, this paper draws on data from the practitioner researcher’s reflective journal maintained throughout the research and field notes based on participant observation. Data were analysed using thematic data analysis (Braun and Clarke 2006) Results: The challenges, complexities, and benefits of action research are discussed including the impact on the research study and the practitioner researcher’s practice as a teacher educator in primary physical education. Making visible the challenges of being comfortable in the uncomfortable elements of data collection, in accessing the PSTs, and the multiple roles of the researcher throughout the research are discussed. Conclusion: This study is significant in highlighting the rigour and validity of action researchers and the depth of reflection that is engaged in throughout the process of facilitating change and transformation in practice. Furthermore, making transparent, and indeed visible, the reflections, actions taken, decision made, and the challenges practice -based researchers can experience as part of engaging in research forces us AIESEP 2024 318 to consider how our values and beliefs regarding PST programme delivery can be altered or enhanced through practitioner research.

References: Braun, V., and V. Clarke. (2006). “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology, 3(2) pp. 77–101

Cook, T. (2009). “The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.” Educational Action Research 17(2), pp. 277– 291.

Reference:

Macken, S., Courtney, O & Murphy, B. (2024, May 13-17). Children's perspectives on the use of an Integrated Teaching Model in Mathematics and Physical Education in the Primary School. [Paper presentation]. The 2024 AIESEP International Conference “Past meets the Future”, The University of Jyvaskyla, Finland.

Abstract:

Introduction: Research indicated that embedding physical education movement-based learning into academic instruction can enhance children’s motivation and learning performance (Mavilidi et al., 2018). Pesce (2012) suggests that goal-directed cognitively challenging PA, such as that found during PE classes, can stimulate the same neurons in the brain that control complex cognitive processes. In the past ten years there has been an increased drive in the prioritisation of literacy and numeracy, however with an overloaded curriculum this has resulted in curricular subject hierarchy with PE becoming more marginalised (Ni Chronin, ní Mhurchu & O Caeallagh, 2016). Integrated learning experiences are endorsed in the literature for providing more accessible and connected learning experiences for children (Fogarty and Stoehr 2008). Objective: To investigate the experiences of children in engaging in an integrated model approach to learning primary mathematics and physical education. Methods: Through the adoption of a qualitative approach, findings from focus group discussions with three class groups in primary school settings aged 9-12 years are presented. Data were analysed via a thematic data analysis process (Braun & Clarke, 2013). Five key themes were identified, three of which will be discussed. Results: Findings indicated how children enjoyed being physically active when learning across the two curricular subjects of Mathematics and PE with collaborative learning increasing motivation to learn an appreciation and positive attitude toward mathematics. Children acknowledged more contextualised learning experiences, leading them to value meaningful experiences more than classroom-based measurement exercises. Conclusion: An integrated model is effective, leading to enhanced learning and enjoyment but findings suggest that content knowledge within both subjects does require discrete curriculum specific instruction at times in order to facilitate optimum learning.

References Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London, UK: SAGE Fogarty, R. J., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: Teams, themes, and threads. Corwin Press. Mavilidi, M., Okely, A., Chandler, P., Louise Domazet, S., & Paas, F. (2018). Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. Journal of Experimental Child Psychology, 166, 502-519. Ní Chróinín, D., Ní Mhurchú, S., & Ó Ceallaigh, T. (2016). Off-balance: The integration of physical education content learning and Irish language learning in English-medium primary schools in Ireland. Education 3-13, 44(5), 566-576. Pesce, C. (2012). Shifting the focus from quantitative to qualitative exercise characteristics in exercise and cognition research. Journal of Sport and Exercise Psychology, 34(6), 766-786.

Reference:

Walsh, C., Macken, S., Scanlon, D. & Iannucci, C. (2024, May 13-17). The lived experiences of four doctoral students' transitioning in their researcher identity as members of a learning community. [Paper presentation]. The 2024 AIESEP International Conference “Past meets the Future”, The University of Jyvaskyla, Finland.

Abstract:

Learning to be a researcher and developing a researcher identity is a journey that encompasses a range of emotional and social experiences, while at the same time developing one’s intellectual knowledge as a PhD researcher. As doctoral students a number of transitions are considered to occur not just in the researcher journey but also one as a professional and the impact the doctoral process has on that (Austin, 2002). One of the main challenges doctoral students face is multiple identities and roles they hold in academic environment, all dependant on their personal and professional narrative on entering the programme (Jazvac-Martek, 2009). Baker and Pifer (2011) recognise the impact of peers in the process of academic progress and identity. This study presents the experiences of doctoral students in their individual journeys and as members of a learning community and the impact of the learning community on their researcher identity Objective: To present the lived experiences of PhD students presenting with varying professional identities in a community of learning. Methods: This study presents four individual narrative accounts of four doctoral students experiences of being engaged in full and part-time doctoral programmes. Each student presented a different professional identity at the start of their studies and this study focuses on the transitions that occurred for each person including the impact of the learning community on their researcher identity. Data were generated using an initial personal narrative and data generated from a focus group interview. Results: The discussions present open, honest accounts about the challenges of being a part time off campus student, the full-time to part-time conflicts experienced, and the impact of peers on each person’s researcher identity. Issues such as imposter syndrome, timing of entry to the learning community, the professional versus the personal roadblocks presented are presented to act as a stimulus to the narrative presented. Conclusion: Being a PhD student is far from linear but laden with complexities that are presented through pre-existing professional identities, and professional and personal commitments. Communities of learning can be powerful through the supportive elements but can trigger other significant responses that may not advance some elements of researcher identity.

References Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialisation to the academic career. The Journal of Higher Education, 73(1), 94- 122. Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5- 17 Jazvac-Martek, M. (2009). Oscillating role identities: the academic experiences of education doctoral students.

Reference:

Proyer, M., Mc Daid, R., Terhart, H., & Sow Linares, S. (2024, May 29-June 1). Supporting Internationally Educated Teachers across Europe?. [Paper presentation]. ATEE Spring Conference 2024, Bergamo, Italy.

Abstract:

Labour shortages are one of the key drivers of migration. The issue of teacher supply and teacher shortage across Europe is well established. A recent Eurydice report refers to a “vocational crisis of the teaching profession” which means that many states “struggle to provide a qualified, modern and valued workforce” (Eurydice, 2021, p. 30). This is not a new development; a decade ago, it was reported that the “need to attract more appropriately qualified staff into the teaching profession is a growing priority in Europe (Eurydice, 2014, p. 13). Given that Eurostat data from 2018 highlight that 40% of primary and secondary teachers across the EU were over 50 years old, the issue of teacher supply is set to shape educational concerns across Europe. Internationally educated teachers offer one strategy to increase the number of teachers in many European countries. Yet, the academic literature is clear that migrant teachers face considerable barriers as they seek to work in new jurisdictions (Bense, 5 2016). Many migrant teachers face rejection of previous qualifications, highly bureaucratic application and assessment processes, financial and time costs associated with applications and difficulties in passing language proficiency tests and frequently require recredentialising (Mc Daid and Nowlan, 2022; Proyer et al, 2022; Terhart, 2022). While there have been several interventions within member states with regard to the issue of teacher migration and bridging qualification programmes are carried out in some European countries (Krause, Proyer and Kremsner, 2023), these actions have received very little attention at a central level within the union. This paper reports on the activities of the Internationally Educated Teacher Working Group of the SIRIUS Network as it works to pull together policy makers, advocates, academics and others with a professional interest in the space of increasing teacher mobility to provide, for the first time, a unified European focus on this issue.

Reference:

Bowe, T., Fiorentini, C., O’Sullivan, J., & O’Toole, D. (2024, June 24-26). Reading achievement in Ireland: What is going well and what still needs attention. [Paper presentation]. The European Literacy Conference, Crete, Greece.

Abstract:

In 2016 and 2021, Irish 10-year-old children retained their place among a subset of high-achieving countries in PIRLS (Progress in International Reading Literacy Study). While this is an achievement worth celebrating, it is also an opportune time to take stock and evaluate why substantial proportions of pupils in Ireland are achieving High (67%) and Advanced (27%) Benchmarks in reading. This symposium will explore and consider factors that may be contributing to Ireland’s high rankings in recent PIRLS assessments. Factors such as the quality and retention of teachers, initial teacher education, literacy-related national policies, and classroom instruction will be explored in an attempt to determine the factors contributing to Ireland’s high achievement in reading. Areas for improvement will also be highlighted, in particular, the gap in reading achievement between pupils with the lowest and highest SES which continue to be very pronounced.

Reference:

Mc Daid, R. (2024, August 27-30). Ukrainian Teachers in Ireland: Evaluating a Bespoke Bridging Programme. [Paper presentation]. ECER 2024, Cyprus.

Abstract:

Following the Russian invasion of Ukraine on 24th February 2024, the European Union activated the temporary protection directive (EC, 2001). The directive is intended to establish “minimum standards for giving temporary protection in the event of a mass influx of displaced persons from third countries who are unable to return to their country of origin”. Article 12 of the directive instructs that “Member States shall authorise . . . persons enjoying temporary protection to engage in employed or self-employed activities, subject to rules applicable to the profession, as well as in activities such as educational opportunities for adults, vocational training and practical workplace experience”. It is estimated that there are currently 4.2 million people from Ukraine living in the European Union, with Germany and Poland the main countries hosting these beneficiaries of temporary protection (Eurostat, 2023). While some attention has been given both to the educational experiences and challenges for Ukrainian children and young people as they attempt to continue schooling in new contexts, and to the experiences of schools and national systems of education as they seek to integrate these new learners, very little attention has been paid to the integration of Ukrainian educators into schools and education systems. The notable exception is the OECD work on “Teaching Opportunities and Support for Ukrainian Educators” (OECD, 2023). This short document provides a keen insight into the variety of ways in which certain member states of the European Union have sought to support Ukrainian teachers to restart their careers in a new jurisdiction. Short-term contracts as teachers are available in some countries, while other countries they are specifically seen as resources to address the educational and psycho-social needs of Ukrainian children and young people, sometimes in dedicated temporary education sites, or can be employed as teaching assistants. While there are many contextual differences with this population of teachers, it is evident that they share some of the same barriers that refugee and migrant teachers face more generally as they seek to continue their chosen career in a new jurisdiction. Miller (2008) claims that when states do not provide appropriate professional development support for such teachers, they fail to integrate them into the norms, customs and nuances of the local system which is “tantamount to professional neglect”. Female refugee teachers in Canada and the UK (Ratković and Pietka-Nykaza, 2016) argue that they shoulder the burden of integration, with few supporting mechanisms for enabling them to continue in their career. When this happens, they are less likely to succeed on their journey into teaching. Even when they have successfully commenced a teaching position, such teachers encounter a host of difficulties such as adjusting to new administrative regulations, teaching practices, new curriculum, diverse forms of assessment, differences in values and expectations, teacher status, classroom management and interaction with parents and communities (Bense, 2016; Carvatti et al., 2014; Collins and Reid, 2012). These experiences can lead to high levels of attrition among migrant and refugee teachers. Bridging programmes have been highly successful in supporting refugee teachers to integrate into teaching workforces (Schmidt and Schneider, 2016). There is a wide variety of models to the provision of such programmes, ranging from complete reaccreditation over one full academic year to short, two-day induction courses. The Migrant Teacher Project secured funding under the AMIF to support the integration of Ukrainian teachers in Ireland. They key element of this work was the provision of tailored teacher bridging programmes. Rooted in concepts of worker integration, this paper reports on participant evaluations from two versions of these bridging programmes.

Key findings include that the teachers were highly experienced, with a mean of 13 years teaching experience. Six of the teachers had previous experience of teaching outside of Ukraine. Most were happy with the registration process with the Teaching Council and provided evidence of initial registration across both primary and post-primary levels of education and across a wide range of subjects at post-primary level. Almost all of those working in Irish schools were employed in roles supporting the learning of English. Less than 50% of the respondents indicated that they were working in schools in Ireland at the start of the second Bridging Programme; data on the success of the Bridging Programme in respect of employment for this cohort are yet to be generated; analysis of these data and their reflections on their experiences on the Programme will be presented. Participants had some general knowledge about differences between the Ukrainian and Irish systems of education, including gender separation and a more “gentle attitude towards children” in Irish schools. The key motivations for participating on the programme include to learn more about the Irish education system in general, to understand the legal basis of the Irish education system and to gain deeper knowledge around specific areas of curriculum and assessment.

Reference:

Skinner, B., Ní Thiarnaigh, R., Cocault, S., O'Toole, B. & Stewart, M. (2024, September 9). Home-school partnership with migrant families: a way forward on the island of Ireland. [Paper presentation]. BERA Annual Conference 2024, Manchester.

Abstract:

Home-school partnership is often referenced as a key contributor in raising educational attainment (Epstein, 2018). However, the level of partnership experienced by parents who come to this island from other countries, and who use English as an Additional Language (EAL), can be constrained (Stewart, Skinner et al; under review). This paper examines findings from a project that piloted a Partnership Framework between primary schools and migrant parents in Ireland and Northern Ireland. The project addressed the following questions:

What do parents/teachers understand by home-school partnership with migrant families?
What are the crucial elements of such a partnership?
How and to what extent does the Framework support home-school partnership with migrant families?

The project involved firstly, parents and staff from two primary schools in Dublin and Belfast taking part in a focus group to ascertain views on home-school partnership. Secondly, over six weeks, parents came into the schools to carry out activities with the pupils which were taken from the Framework, such as, ‘Show and Tell’ and ‘Multilingual Storytelling’. Finally, all participants were part of a final focus group to explore the extent to which these activities helped support home-school partnership.

The project was underpinned by the ‘funds of knowledge’ (Gonzalez, Moll & Amanti, 2005) of migrant families by including their perspectives, languages, cultural knowledge and literacies in school life. It showcased home languages and it recognised linguistic and cultural diversity. This session presents findings from the project.

Reference:

Ingle, J & Ní Dhuinn, M. (2024, September 9). Meeting them where they are at: Preparing teacher candidates to work with migrant and displaced children - a review of current research. [Paper presentation]. BERA Annual Conference 2024, Manchester.