The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education-Reference-Cited by-同舟云学术

The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education

Published:2022-12-12 Issue:12 Volume:12 Page:909
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Nic Aindriú Sinéad^ORCID,Duibhir Pádraig Ó^ORCID,Connaughton-Crean Lorraine,Travers Joe

Abstract

There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts.

Funder

An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Link

https://www.mdpi.com/2227-7102/12/12/909/pdf

Reference67 articles.

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3. NCCA (2007). Language and Literacy in Irish-Medium Primary Schools: Supporting School Policy and Practice, National Council for Curriculum and Assessment.

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