Perspectives of graduates and principals on master’s level initial teacher education in Ireland
Bibliographic Data
| ID | 21530786 |
|---|---|
| Authors | Máire Ní Ríordáin (0000-0002-6434-9899, University College Cork, corresponding author), Craig Neville (0000-0003-4618-5496, University College Cork), Mark Prendergast (0000-0002-1766-7421, University College Cork), Niamh Mary Dennehy (0000-0003-3212-4633, University College Cork), Brian Murphy (0000-0002-6150-1576, University College Cork), Brian J Murphy (0000-0002-5738-2156, University College Cork) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2025.2479441 |
| OpenAlex | W4408586283 |
| Language | EN |
| References cited | 16 |
This study examines the impact of the transition from a one-year Postgraduate Diploma in Education (PDE) to a two-year Professional Master of Education (PME) programme in Ireland on student teacher development. It examines the PME programme in one Irish university as a case study. The research explores the experiences and perceptions of PME graduates and school principals to understand the benefits, opportunities, and challenges of the extended two-year programme. Through qualitative analysis of semi-structured interviews with fourteen PME graduates and nine school principals, the study highlights the enhanced integration of theory and practice, improved professional confidence and identity, and deeper engagement with the school community as key benefits of the two-year programme. However, it also identifies significant challenges related to the increased workload and financial burden on student teachers. The findings suggest that while the two-year PME programme provides substantial benefits in preparing teachers, there is a need for additional support mechanisms to ensure accessibility and sustainability. The study contributes to the ongoing debate about the optimal structure of initial teacher education (ITE) programmes and offers insights for policymakers and educators seeking to balance rigour and quality with accessibility and the demands of teacher supply in ITE preparation
Mathematics education · Pedagogy · Sociology · Teacher education · Competency Development and Evaluation · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
| Citation velocity | historical |
|---|---|
| Highly cited | No |