Cumhacht – BRITE Research Digest Vol.3

Introduction: Building from ‘What Works’ to ‘What Matters’ in Education Research

Dr Jennifer Liston and Dr Maurice Harmon Editors Cumhacht BRITE Research Digest, MIC

Self-Reflective Action Research in Initial Teacher Education: How can I be a better teacher?

Dr Catherine Stapleton Lecturer in Education, MIC Thurles

RESEaRCh

Investigating the correlation between the education of the Irish student teacher and their ability to engage in climate change education in primary schools

Grace Galvin Mary Immaculate College

My Experience Promoting Engagement in Religious Education within the Contemporary Catholic Classroom

Jessica Dobson Mary Immaculate College

A Self Reflective Study on the use of Motivational Interviewing as a Classroom Management Tool

Niamh McEleney Mary Immaculate College

The Impact of Team Teaching on a Student Teachers’ Professional Development

Lucille Walsh Mary Immaculate College, Thurles

2 3 6 7 8 9 10 CumhaCht-BRItE thE

The Utilisation of South Wexford as an area for Local Studies when Teaching Geography in the Primary Classroom

Rebecca Banville Mary Immaculate College

Exploring the role of teacher-efficacy and years of teaching experience in teachers’ implementation of constructivist and traditional teaching approaches in the primary school classroom

Karena Curtin Mary Immaculate College

Exploring the use of restorative practice methods in improving student teacher relationships in post-primary schools

Jade McMahon Mary Immaculate College, Thurles

The Need For Extra Psychological Counselling and Support in DEIS Schools

Mia Halligan Mary Immaculate College

Pre service Teachers’ Attitudes Towards Teaching in a DEIS School

Laura Stafford Mary Immaculate College

How the Gender Equality Matters (GEM) Programme Could Combat Misleading and Unrealistic Resources in Junior DEIS Classes

Roisín McNulty Mary Immaculate College

Primary School Teachers’ Perspectives on Supporting Primary School Children’s Mental Health in Mainstream Schools

11 12 13 14 15 16

BUILDING FRoM ‘WHAT WoRkS’ To ‘WHAT MATTERS’ IN EDUCATIoN RESEARCH

Dr Jennifer Liston and Dr Maurice Harmon, Editors Cumhacht BRITE Research Digest

The interconnected and interdependent nature of society is becoming more apparent day to day When considering how we educate children and young people we must consider the complexity of our interconnected world and the impact on our schools and classrooms This third edition of Cumhacht: Building Research in Initial Teacher Education (BRITE), highlights the excellent research that student teachers have conducted in their efforts to better understand and improve the world of education Contributions in this publication are included from students in initial teacher education (ITE) programmes in the Faculty of Education at Mary Immaculate College, Limerick and Thurles

Highlighted in this publication are powerful applications by student teachers in their ‘teacher as researcher’ roles across early learning and care, primary and post primary programmes The focus by many of the contributions on practitioner research is commendable Often the student teachers seek to develop their teaching practice by applying critical reflection when engaging with the research process Sahlberg describes how attempts to improve educational outcomes by conducting ‘what works research has tended to be too simplistic, however, there are instances where such simplicity is challenged and this publication can offer such an example The research in this publication often acknowledges the impact of teacher values and is deeply reflective in considering the complexity of ‘what works’ in education by focusing on ‘what matters’ The approach to value based research is unpacked further in Dr Catherine Stapleton's insightful contribution on self reflective action research

This research digest provides a platform for student teacher voice on matters such as religious education, gender equality, climate change and many more complex topics Furthermore, this publication speaks to the wider education community when asking What types/forms/functions of research best serve education to build on from simplistic notions of ‘what works’ ? It is hoped that through this engagement in research during their ITE programme all students will be committed to continuing to connect reflection and research to their practice and in turn contribution to education settings.

We wish to acknowledge and thank our colleagues in the Faculty of Education who supervise students during their research journey; the many schools and teachers who facilitated the students’ projects; Dr Catherine Stapleton for her thought provoking contribution and finally the students, without whose commitment to being teachers as researchers, this edition of Cumhacht BRITE Research Digest would not be possible

SELF-REFLECTIvE ACTIoN RESEARCH IN INITIAL TEACHER EDUCATIoN

HoW CAN I BE A BETTER TEACHER?

Dr Catherine Stapleton, Lecturer in Education, MIC Thurles

The above question underpins self reflective action research, which is defined as “evaluating your practice to check is it as good as you would like it to be, identifying any areas that you feel need improving, and finding ways to improve them” (McNiff 2016 p 9) There is no singular method of conducting a self reflective action research study It can be undertaken as an individual or as a group study A person ’ s values determine both the area chosen and the action taken to improve their practice It starts by reflecting on a situation, identifying an area that could be improved, studying pertinent literature in that area and deciding on action to effect improvement Next, the data collection phase, requires the gathering of data to indicate if improvement has occurred due to the actions taken Data may be gathered in different ways and Brookfield (1995) identifies four critical lenses namely the self, student eyes colleagues experience and academic At undergraduate level, ethical considerations restrict some data collection methods as school pupils cannot be considered as research participants and any actions undertaken must be as part of normal teaching practice Also, it is important when collecting data that the focus is fixed on understanding one ’ s practice Hence student teachers may collect data by documenting their story in a self reflective journal, discussing the actions and findings with their Treoraí, a critical friend, or colleague and analyzing the story in light of the literature. Links are forged between the professional and the academic spheres of teacher education, as planning the research takes place in college and data is collected and analysed while on school placement A cyclical approach of reflecting, planning acting, observing, and back to reflecting is necessitated to support the creation of new understanding and knowledge

Engaging in a self reflective action research study, develops a life skill, supports a responsive practice and continuous professional development It is integral to The Code of Professional Conduct for Teachers and Céim: Standards for Initial Teacher Education as it provides students with the opportunity to enhance their skills of reflection and to improve their practice It connects and supports many of the CÉIM graduate teacher standards Student teachers’ professional values are developed as they reflect on their school placement experiences, and develop research, reflection and critical thinking skills By choosing their own topic the student teacher is empowered to tailor and target the development of their professional skills and practice The research process provides an opportunity to integrate and critically analyse relevant principles and theories of education, in relation to curriculum, planning, teaching, learning or assessment Furthermore, the research process develops students’ knowledge and understanding on the importance of teacher research in improving teaching, learning and assessment and “how to think as researchers when working in or with schools” (Teaching Council 2020 p 26)

This type of research can be challenging as students are asked to unpack their assumptions and question their beliefs on education, and to address contradictions between their values and practice. It requires responsibility, open mindedness, integrity and a commitment to self development. It is transformative, placing the teacher at the heart of educational improvement

Bibliography

McDonagh, C , Roche, M , Sullivan B and Glenn, M (2012) Enhancing Practice through Classroom Research: a teacher's guide to professional development, Abingdon: Routledge

McNiff, J (2016) You and Your Action Research Project, 4th ed , London and New York: Routledge

The Teaching Council (2020) Céim: Standards for Initial Teacher Education In accordance with Section 38 of the Teaching Council Acts, 2001 2015 Maynooth The Teaching Council, available https://www teachingcouncil ie/en/news events/latest news/ceim standards for initial teacher education pdf [accessed 15 Aug 2022]

The Teaching Council (2016) Code of Professional Conduct for Teachers 2nd ed , Maynooth : The Teaching Council, available: https://www teachingcouncil ie/en/fitness to teach/updated code of professional conduct/ [accessed 15 Aug 2022]

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ABSTRACT

Teacher-efficacy and instructional-strategy use are vital factors relating to teacher effectiveness and student engagement and achievement. Past literature has stated that as teacher-efficacy increases, teacher use of the constructivist approach is also shown to increase. Thus, this relationship was examined in the Irish context, and was compared to the relationship which exists between teacherefficacy and the implementation of the traditional approach, on the basis of Bandura’s Self-Efficacy Theory. Years of teaching experience was also utilised in this study to measure the impact experience has on teacher-efficacy and their resulting implementation of teaching strategies. A quantitative, cross-sectional correlational design was utilisedto measure the impact years of teaching experience and teacher-efficacy had on teachers’ implementation of constructivist and traditional approaches in the classroom. 175 student teachers and teachers with a range 2-44 years of teaching experience were included in the sample. A negative relationship between teacher-efficacy and the implementation of the constructivist approach was found. No relationship was found to exist between teacher-efficacy and the traditional approach. Finally, it was discovered that as years of teaching experience increased, teacher-efficacy also increased, however higher teacher-efficacy was found to predict a decrease in the implementation of the constructivist approach.

INTRODUCTION

Theteaching methodologies employed by teachers in the classroom are the strategies implemented by teachersto engage students in effective learning (Invernizzi et al., 2019).

! The constructivist approach involves the use of learner-centered, active, collaborative methodologies, in which students utilize concrete materials to construct their own learning (Millar & Driver, 1987).

! This approach is proven to be highly beneficial for students as their interests and background knowledge are taken into account, they learn about and attend to reallife scenarios and problems, self-assessments and reflections are advocated for, learning takes place in a social setting and demonstrations, modelling, scaffolding and facilitation takes place (Khan et al., 2020).

! The traditional approach involves teacher-led methodologies and the passive participation of students (Doruk, 2014).

! This methodology is generally disadvantageous to students as it involves the rotelearning of content in an individual atmosphere, whereby the students passively learn factual content without active exploration of the topic (Khan et al., 2020).

! Although a mixture of both teaching methodologies is required in the primary school classroom, it is recommended that more emphasis is placed on constructivist instruction (Bonfield & Horgan, 2016)

! Teacher-efficacy is a vital attribute all pre-service teachers (PSTs) and in-service teachers (ISTs) should attain and maintain. Teacher-efficacy is defined as the confidence a teacher has in their own expertise or competency to sufficiently execute tasks involving the teaching and learning of their students to a satisfactory level, regardless of challenges which may arise (Tschannen-Moran et al., 1998).

Aims and Objectives

Examine whether a positive correlation exists between teacherefficacy and the implementation of the constructivist approach.

Investigate the strength of the relationship which exists between teacher-efficacy and the implementation of the constructivist approach and teacher-efficacy and the implementation of the traditional approach.

Address how teacher-efficacy changes with years of teaching experience and how this relationship impacts the implementation of constructivist traditional approaches

The Current Study

! Previous research has shown that teachers with higher efficacy employed more constructivist approaches in the classroom (Nie et al., 2013; Poulou, 2019; Temiz & Topcu, 2013).

! This study examined factors which influence teacher implementation of the constructivist approach including teacher-efficacy and years of teaching experience.

! Although wide research has been conducted based on the relationship between teacher-efficacy and teacher beliefs, very little research has been completed to date based on the relationship between teacher-efficacy and the implementation of constructivist and traditional approaches.

! As suggested by Nieet al. (2013), although teachers may portray a certain belief towards a certain teaching approach, and these beliefs are important, this not imply that teachers implement the corresponding approach, and thus, further research is needed in relation to this area.

! Years of teaching experience of the teachers was also included, as recommended by Temizand Topcu(2013) and Poulouet al. (2019) in their studies. Both student teachers and teachers were included in this study in order to investigate teacher-efficacy and the implementation of teaching approaches across years of teaching experience.

! This research was underpinned by Self-Efficacy Theory (Bandura, 1997).

METHODS AND MATERIALS

! A quantitative, cross-sectional correlational design was utilisedto measure the variables.

! 175 pre-service and in-service teachers completed the online survey.

! The Teachers’ Sense of Efficacy scale was utilized to measure teacherefficacy

! The Scale for Constructivist Learning Environment Management Skills was utilized to measure teacher implementation of the Constructivist approach

! The Didactic Instruction Scale were used to measure the implementation of the traditional approach.

! Teachers also recorded their years of teaching experience, including whether they were student teachers or teachers.

FINDINGS/ RESULTS

! Teacher-efficacy was found to be moderate among the sample, as shown by prior research (Reilly et al., 2014).

! Teachers were shown to implement the traditional approach more than the constructivist approach, similar toprior research (McCoy et al., 2012).

DISCUSSION

! Contrary to prior research in the area, as teacher-efficacy increased, teacher use of the constructivist approach decreased (Nieet al., 2013; Poulouet al., 2019). Temiz& Topcu, 2013).

! This may be a result of the Covid-19 Pandemic, large classroom sizes, or a lack pf physical resources available to schools.

! As teachers gained experience, their efficacy increased, although as teacher efficacy increased, their use of the constructivist approach decreased.

! This may be due to the more traditional teaching approaches older teachers experienced as learners. Older, more experienced teachers were also not taught about the constructivist approach during their academic years in college, in comparison to current initial education programmes.

! Future research should consider employing a longitudinal, mixed methods design, to ensure qualitative measures allows for more meaningful data as to why teachers incorporate certain teaching approaches.

! Emphasis should be placed on providing further Continuous Professional Development Courses and modules within initial education courses to promote constructivist use in the classroom

CONCLUSIONS

! In conclusion, further training should be provided to student teachers and teachers in order to increase their teacher-efficacy.

!

Pearson’s Correlation Coefficient was utilised to examine the relationship between teacher-efficacy and the implementation of teaching approaches, and alsothe relationship between years of teaching experience and teacher-efficacy.

! Standard Multiple Linear Regression was utilised to measure whether teacherefficacy and years of teaching experience predicted the implementation of constructivist and traditional instructional strategies in the classroom.

Results of Multiple Linear Regression Analysis relating to the Constructivist Approach

! Furthermore, student teachers and teachers should also be provided with further training regarding the importance of the implementation of the constructivist approach and how this methodology can be implemented throughout the school day.

! The impact of Covid-19 on the implementation of the constructivist approach should also be further studied.

KEY REFERENCES

Results of Multiple Linear Regression Analysis relating to the Traditional Approach.

Exploring the role of teacher-efficacy and years of teaching experience in teachers’ implementation of constructivist and traditional teaching approaches in the primary school classroom

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