Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Mathematics and Science
Teaching in Ireland is an all graduate profession. Primary teachers complete their initial teacher education either through a concurrent (four year, full-time Bachelor of Education degree) or a consecutive (24-month, Professional Masters in Education) model.
Prior to the publication in 201111 of revised accreditation criteria for teacher education programs, requirements specific to the teaching of mathematics and science were not set out at any stage of the continuum of teacher education. At the primary level, some teachers will have chosen either mathematics or science as elective subjects for the academic component of their Bachelor of Education degree. However, as the same teacher generally teaches all subjects to his or her class, all primary school mainstream teachers are teachers of mathematics and science, and both subjects are integral parts of initial teacher education.
The consecutive model of pedagogical training (a degree course followed by the Professional Masters in Education) is most common for post-primary mathematics and science teachers. In some universities, a concurrent model is followed, with teaching practice occurring during at least two years of a four year degree program. In order to be entered onto the Teaching Council’s Register of Teachers on the basis of qualifications in post-primary teaching, applicants must comply with the requirements set out in Regulation Four of The Teaching Council Registration Regulations 2009.12 They must hold a recognized third level degree, consisting of at least three years of full time study or the equivalent (180 European Credit Transfer System credits); and where seeking registration for the purposes of teaching in the voluntary secondary, community, or comprehensive sectors, an approved initial teacher education qualification in First to Sixth Years (typically students in the 12- to 18-year-old age range).
Requirements for Ongoing Professional Development
Although teachers are expected to participate regularly in professional development, it is not compulsory. From September 2012, all newly qualified teachers, both primary and post-primary, are required to complete a national induction program that includes specific components related to teaching numeracy and assessment. The Droichead (Bridge) model of induction and probation for newly qualified teachers is currently being piloted in 300 schools. The pilot is due to run until 2016.
The Professional Development Service for Teachers and the Special Education Support Service are lead agencies for professional development at both the primary and post-primary levels. Other resources include a national network of Education Centres and appropriate groups, bodies, and institutions that offer professional development programs from which teachers can select courses appropriate to their needs.
The introduction of a new post-primary program, Project Maths, highlighted a need to provide an additional qualification in mathematics to established mathematics teachers who did not meet the requirements as set out in Regulation Four of The Teaching Council Registration Regulations 2009. The Professional Diploma for Mathematics Teaching was developed to meet this need. It is now provided and fully funded by the DES for teachers who are currently teaching mathematics and do not meet the requirements.
At the primary school level, additional targeted training has been provided to teachers in the implementation of the revised curriculum of 1999, and in Mathematics Recovery in schools serving students from a socioeconomically disadvantaged background.13 In recent years, substantial professional development has supported Project Maths for all post-primary mathematics teachers. T4, the Technology Subjects Support Service, currently provides professional development to post-primary teachers of Design and Communications, Graphics, and Technology.