From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context

Murray, Clíona

doi:10.1080/03323315.2020.1739548

Cited by 16 publications

(13 citation statements)

References 33 publications

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“…Finding the right balance between caution, uncertainty and confidence in our relationships with student teachers will prove challenging. While embracing new opportunities related to collaboration and co-learning we need to remember the needs of our student teachers who are experiencing significantly higher levels of uncertainty, and related anxiety, at the beginning of a new career (Murray 2020). Indeed, we need to keep a much closer eye on our students' needs as they may well change significantly.…”

Section: Shifting Positionalities -Sharing Uncertainty and Learning Tmentioning

confidence: 99%

Reconceptualising relatedness in education in ‘Distanced’ Times

Murray

Heinz

Munday

et al. 2020

European Journal of Teacher Education

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As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the urge to rush to quick solutions and seeing our common vulnerability and uncertainty as an opportunity for growth, we, a multidisciplinary teacher education faculty, chose to pause and use this moment of recalibration to develop a new set of orienting priorities for teacher educators. We reflect on dynamics of care, control and power inherent in educational relationships and demonstrate how relatedness in education expands beyond the human and the local towards fostering a common sense of global and ecological responsibility.

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Section: Shifting Positionalities -Sharing Uncertainty and Learning Tmentioning

confidence: 99%

Reconceptualising relatedness in education in ‘Distanced’ Times

Murray

Heinz

Munday

et al. 2020

European Journal of Teacher Education

Self Cite

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“…Many countries have introduced Professional Standards as a way to promote teacher professionalism (Révai, 2018[58]). While there is debate whether standards might promote (Cordingley et al, 2019[21]) or restrict teacher autonomy and related CPL practices (Flores and Day, 2006[32]), a focus on developing TPI facilitates introspection and reflection as part of core practice that can deepen engagement with teaching standards as an act of "doing" (Mulcahy, 2011, p. 108 [59]). This form of collaboration, linked to a common knowledge base (Révai, 2018[58]; Ulferts, 2021 [55]), has a clear focus on actual experiences and expands ways teachers can be supported in their professional growth as part of CPL approaches that are specific to the emerging needs of each teacher at a point in time.…”

Section: What Insights Does Teacher Professional Identity Offer For P...mentioning

confidence: 99%

Teacher professional identity

2022

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2022)5 TEACHER PROFESSIONAL IDENTITY: HOW TO DEVELOP AND SUPPORT IT IN TIMES OF CHANGE Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…While principals might find student voice useful, including in relation to classroom practice, as elsewhere, will different teachers have different views? Like all schools, Irish schools are made up of teachers who are at different career stages, have a range of characteristics, and are variously motivated (see Skerritt et al 2021) and recent research indicates that more senior teachers can be fearful of collaborative practice (Moynihan and O'Donovan 2021) while competitive individualism is emerging as a dominant trait of the country's early career teachers (Murray 2021). Not only does strong anecdotal evidence suggest that teachers towards the beginning of their careers are more open to and relaxed about student voice, but it has recently been found that many practising teachers feel that demography and experience play a key role in determining how open staff are to the inclusion of stakeholders such as students and parents in SSE (Brown et al 2020a).…”

Section: Are Management-level Consultations Becoming More Common?mentioning

confidence: 99%

Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device

Skerritt

O’Hara

Brown

2021

Irish Educational Studies

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This paper makes a novel and important contribution to scholarship by developing and presenting a set of concepts and questions for those researching student voice in Ireland to consider and explore in their studies, and specifically in relation to classroom practice at post-primary level. Here, a distinction is drawn between consultations that take place inside classrooms between students and teachers and consultations that take place between management and students and cognisance is paid to school patronage, school socio-economic context, and the career stage of teachers and positions in the school hierarchy. This paper ultimately offers a heuristic device as a starting point for future research on student voice in Irish post-primary schools and sets out to bring about more critical thinking regarding how student voice plays out vis-à-vis classroom practice.

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From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context

Cited by 16 publications

References 33 publications

Reconceptualising relatedness in education in ‘Distanced’ Times

Reconceptualising relatedness in education in ‘Distanced’ Times

Teacher professional identity

Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device

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