Riachtanais, inniúlacht agus forbairt féiniúlachta oidí faoi oiliúint do theagasc i suíomhanna lán-Ghaeilge Seán Ó Cathalláin agus Máire Ní Neachtain, Coláiste Mhuire gan Smál, Luimneach ACHOIMRE Sa scoilbhliain 2018/19 bhí 8.1% de dhaltaí bhunscoileanna Phoblacht na hÉireann ag fáil a gcuid oideachais tré mheán na Gaeilge. Dá bharr sin ní mór múinteoirí a bheith ar fáil a bhfuil ar a gcumas múineadh tré Ghaeilge i suíomhanna a bhfuil raon an-leathan cúlra agus cumas teanga ag na daltaí. Cuireadh athruithe móra, faoi threoir ón gComhairle Mhúinteoireachta, i bhfeidhm ar an gclár don Oiliúint Tosaigh Múinteoirí bunscoileanna i gColáiste Mhuire gan Smál sa bhliain 2012. Is ar éigean a tugadh aird ar bith ar ról na Gaeilge i dtaca le cúinsí mothaitheacha agus cláir léinn d’oiliúint múinteoirí á bplé. I bhfianaise na gcúrsaí réamhsheirbhíse nuacheapaithe seo síleadh gurbh fhiú meonta na mac léinn i dtaca le ról na Gaeilge i bhforbairt féiniúlacht an ábhair oide a scrúdú. Ceapadh freisin gur cheart an deis a thapú le tábhacht agus ról na Gaeilge i saol na mac léinn a chíoradh, na bealaí atá ar fáil dóibh agus na bealaí ar mhian leo a bheith ar fáil dóibh lena bhféiniúlacht mar mhúinteoirí éifeachtacha i suíomhanna lán-Ghaeilge a rianú. Léiríonn na torthaí taighde an t-éileamh ó ábhair oidí ar shainchúrsaí oideolaíochta agus Gaeilge mar ullmhúchán do theagasc i mbunscoileanna lán-Ghaeilge. ABSTRACT 8.1% of primary school students in the Republic of Ireland were educated through Irish in the 2018/19 school year. This means a requirement exists for teachers who are capable of teaching through Irish in settings with students from a wide variety of backgrounds and with varying language abilities. Guided by the Teaching Council, major changes were made to the Initial Teacher Education programme in Mary Immaculate College in 2012. Hardly any attention was paid to the role of Irish in relation to perceptive situations in the discussion on teacher education programmes. In the light of these newly-designed pre-service programmes, it was considered worthwhile examining students’ attitudes in relation to the role of Irish in the development of teacher identity. We also thought that the opportunity should be grasped to investigate the importance and role of Irish in students’ lives, and the methods available and the methods they would like to be made available to track their identity as effective teachers in Irish-medium education settings. The research results reflect the demand among teachers in training for specialised courses in pedagogy and the Irish language to prepare them for teaching in Irish-medium primary schools.
58
| Ar ais go Clár na nÁbhar |
