Fiona Faulkner
Biographic Data
| ID | 9607795 |
|---|---|
| NAME | Fiona Faulkner |
| GIVEN NAMES | Fiona |
| FAMILY NAME | Faulkner |
| SIGNATURE | FAULKNER F |
| AFFILIATIONS | Technological University Dublin |
| ORCID | 0000-0002-8395-6109 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Numeracy-Meets
Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult numeracy courses and of those who teach on them. Recent research has highlighted an unmet demand for the p…
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Out-of-field teaching refers to the practice of assigning teachers to teach subjects that do not match their training or education. This paper reports on a study evaluating the impact of a national professional development programme for out-of-field teachers of post-primary school mathematics in Ireland – the Professional Diploma in Mathematics for Teaching. Evidence of impact was collected from three surveys. Two surveys evaluated changes in the…
Eliminating the Fear of Getting ‘Caught Out’
Communities of practice as a solution for the implementation gap in internationalisation of the curriculum
The educational benefits of internationalisation in higher education are of paramount importance for all students. Despite an increasing presence of best practice guides and internationalisation strategies, there appears to be a significant implementation gap in terms of lecturers’ engagement with internationalisation in their teaching practice. Through an Action Research-informed Community of Practice approach, this study aims to provide new ins…
Professional development for out-of-field post-primary teachers of mathematics
Research shows that teachers influence students’ attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and evaluates the impact of one component of a continuous professional development (CPD) programme on teachers’ s…
No prominent works on this page.
Eliminating the Fear of Getting ‘Caught Out’
Communities of practice as a solution for the implementation gap in internationalisation of the curriculum
The educational benefits of internationalisation in higher education are of paramount importance for all students. Despite an increasing presence of best practice guides and internationalisation strategies, there appears to be a significant implementation gap in terms of lecturers’ engagement with internationalisation in their teaching practice. Through an Action Research-informed Community of Practice approach, this study aims to provide new ins…
Professional development for out-of-field post-primary teachers of mathematics
Research shows that teachers influence students’ attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and evaluates the impact of one component of a continuous professional development (CPD) programme on teachers’ s…
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Out-of-field teaching refers to the practice of assigning teachers to teach subjects that do not match their training or education. This paper reports on a study evaluating the impact of a national professional development programme for out-of-field teachers of post-primary school mathematics in Ireland – the Professional Diploma in Mathematics for Teaching. Evidence of impact was collected from three surveys. Two surveys evaluated changes in the…
Numeracy-Meets
Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult numeracy courses and of those who teach on them. Recent research has highlighted an unmet demand for the p…
Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Professional development (4 works) · Mathematics Education and Teaching Techniques (3 works) · Teacher Education and Leadership Studies (3 works) · Curriculum (2 works) · Higher Education Learning Practices (2 works) · Mathematics (2 works) · Mathematics Education and Programs (2 works)