IASC Repository at Hibernia College

Recent Submissions

  • Publication
    Partnership in Work Integrated Learning: The Efficacy of a Partnership Model in Facilitating School Placement Based Learning and Assessment
    (Infonomics Society, 2024-07-07) Casey, Elva; Hibernia College; Hibernia College
    Work integrated learning (WIL) is an educational approach that integrates learning with practical work experiences. Within the structure of Initial Teacher Education (ITE) in the Republic of Ireland, WIL is facilitated through School Placement (SP). SP is widely recognised as sitting at the fulcrum of ITE. It is primarily valued by partners in education as the opportunity to put learnt pedagogy and foundational knowledge into practice within a school setting and as such is a form of authentic assessment. Moreover, it is an opportunity for student teachers (STs) to become socialised into the profession as active partners in educational practice. The Teaching Council, as the regulator of the teaching profession in the Republic of Ireland, has emphasised the role of the ST as researcher and pedagogical collaborator, moving the focus of SP away from a singular consideration of practice within the classroom and towards a whole school and system wide approach. This expands the potential scope of SP towards a reciprocal relationship whereby the ST has agency to impact on the actions of the site of practice by sharing new and emerging practice and pedagogy from their research and studies. However, beyond these lofty ideals, SP is a formative assessment and determines the success of STs in obtaining their professional qualifications. Given the centrality of SP to ITE, the prevailing lack of consistency and clarity around the partnership model, the roles of partners and the future of SP, are worthy of exploration. This paper presents current doctoral research and preliminary results on the impact of the partnership model on the efficacy of SP as a robust form of assessment and proposes the introduction of a new SP partnership framework
  • Publication
    Hibernia College Education Papers: Volume 6
    (2024) Kelly, Mary; Butler Neff, Linda; Kehoe, Frank; Barrett, Therese; Byrne, Dave; Gallagher, Aifric; Hennebry, Aisling; Keane Kelly, Rosaline; McHugh, Orla; O'Donnell, Grace; O'Driscoll, Bethan; Scully, Hazel; Toomey, Maire
    This is the sixth volume of Hibernia College's research papers which gathers together graduate research from across the PMEP and PMEPP programmes. The collection contributes valuable insights to the field of education, addressing relevant aspects of teaching and learning and demonstrating a holistic approach to educational research.
  • Publication
    Digital literacy for all: Reflections on creating a short course in digital literacy
    (2024) Byrne, Ann; O'Dowd, Irene; Davey, Emberly
    In 2023, a small team at Hibernia College, composed of library staff and the digital learning department researcher, took the initiative to develop an online asynchronous digital literacy course for the college and wider community. This poster will address the rationale, process and outcomes of developing the digital literacy course. The availability of the course as an OER will be discussed, highlighting our interest in contributing to digital citizenship and the SDGs. The poster will also highlight some possible future directions that could develop and build on the work done to date. The poster was presented at the CILIP Ireland/LAI Annual Joint Conference held in Newry, from Wednesday 24th April to Thursday 25th April 2024. It was also presented at the ILTA EdTech Conference held in Sligo, from 30th May to 31st May 2024. It won Best Poster at the CONUL Conference held in Belfast, from Wednesday 29th May - Thursday 30th May 2024.
  • Publication
    Teaching students with EAL: Collaboration and preparation in post-primary schools
    (2023) O'Donoghue, Eoin
    The following study explores the area of English as an additional language (EAL) and how much training teachers in a post-primary school in Ireland receive and to what extent they collaborate with each other when teaching students of EAL. Using thematic analysis from three long interviews from the same school, the findings suggest that teachers are not given the sufficient training in how to teach EAL and are given little encouragement to collaborate with one another on the topic by the Irish educational system. The findings also suggest the need for proper EAL training has become more relevant since the arrival of Ukrainian students in 2022.
  • Publication
    Teachers’ perspectives on student underperformance in Leaving Certificate Accounting
    (2019) Murphy, John
    This study examines the reasons for student underperformance in Leaving Certificate Accounting. Bronfenbrenner’s Ecological Systems Theory was used to perceive and distill the literature. Thirty-minute, semi-structured interviews were conducted with five experienced post primary Accounting teachers. Thematic analysis drew out three key and several sub-themes. Student underperformance can be attributed to approximately thirty reasons including mobile phone distraction, lack of self-belief, absenteeism, reasons that would not be lost on many people. What is far more interesting is that the reasons for underperformance can be broadly attributed to interactions between stakeholders across a range of ecological systems: The home; The School and the government.

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