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DE Projects


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DE Projects 2015-16


Click the name of each institution below for more details:

  • NCAD
  • NUIG
  • MU
  • SAC
  • TCD
  • UCC
  • UCD
  • UL

Faculty of Education,
National College of Art and Design,
100 Thomas Street,
Dublin 8.

Programme: Professional Master of Education
Number of Students: 21
Project Leader: Tony Murphy, Fiona King
Also involved in delivering the project: Derval Jordan


Learning to Look


The NCAD Development Education (DE) module is a weeklong intensive programme that facilitates the PME (Professional Masters in Education) student art teacher to explore a range of Social Justice, Human Rights and Environmental themes through the lens of Art and Design.

Building on their experience to date, in facilitating the DE module, Tony Murphy and Fiona King are currently working alongside Mella Cusack to create a teaching and learning unit to support post primary teachers in their delivery of Development Education (DE)/Global Learning projects.

The 2015/16 DE module on the PME programme will provide a testing ground to pilot the ‘Learning to Look’ unit and the accompanying resources with the student art teacher cohort.

The ‘Learning to Look’ specification will direct the student art teacher through a series of lessons to create a body of research and a resolved art work that interrogates a specific DE/Environmental theme and produce a range of DE resources that will be transferable to the class room.

Although the student art teacher will use the ‘Learning to Look’ unit as a scaffold for their DE project it is essential that their research, exploration of their DE theme and choice of outcome extends beyond the remit of the ‘Learning to Look’ specification. This is to ensure that autonomous and self-directed learning remains a vital characteristic of the delivery of the DE intervention. A formulaic approach is both counterproductive and contradictory to the ethos of DE as an educational process.

Group work and active learning methodologies will be an integral part of to the delivery of the DE intervention to encourage collaborative engagement and peer teaching amongst the student art teachers. This will foster a learning environment that acknowledges the diversity of opinion, knowledge, skill base and different ways of thinking within the group dynamic. On completion of the DE module the student art teacher will use elements of the ‘Learning to Look’ unit specification to inform the design of a DE scheme to implement into their teaching practice.

School of Education,
National University of Ireland, Galway,
Newcastle,
Galway.

Programme: Professional Master of Education
Number of Students: 110 through English and 40 through Gaeilge
Project Leader: Dr. Manuela Heinz
Also involved in delivering the project: Dr. Mary Fleming, Brenda Gallagher, Sean O’Gradaigh

Building Critical Consciousness is Student Teachers’:


The purpose and aim of the project is to enable our student teachers to develop their critical consciousness on sustainable development and related issues. While this is already, and has been for several years, a major focus of our Education, Diversity and Social Justice, and Catering for Diversity units, the inclusion of introductory lectures (November and February), solely focused on the concept, discourse, philosophy and critical issues related to Development Education further enhances student teachers’ critical awareness and consciousness. This critical approach will be further developed and deepened in workshops on Development Education (DE) Day (February) and in subject methodologies workshops (March), where the learning outcomes emphasise a focused and deliberate approach to the selection of DE content, resources, sources of information, and strategies for learning and assessment within the classroom.

Evidence of integration of DE into students’ practice teaching will be presented in the final portfolio assessments of the Professional Practice Module next year (2015-2016).

Although we have been facilitating DE Day with increasing success over the past four years, for the forthcoming year and particularly within the Professional Master of Education (PME) we envisage continuing to develop student teachers’ consciousness about integrating DE into their subject methodologies. The two hour dedicated workshops in March, whose purpose was to stimulate thinking and planning for the integration of DE topics in the different subject areas within relevant subject syllabi, were very well received. Their design was directly aligned with the portfolio assessment and so they formed a solid capstone to the learning and development for the students on the theme of the integration of DE within their teaching subjects and practice.


























In order to further enhance the impact of the project on student teachers’ classroom practice we aim to further develop the capacity of our school placement tutors to support student teachers during their school placement in the planning and implementation of DE focused teaching and learning strategies. In order to achieve more coherence between the focused DE input and the support (and expertise) provided by school placement tutors we will continue to engage all our school placement tutors in CPD focused specifically on DE issues and DE in schools and classroom practice.

The proposal also includes a review and evaluation plan to assess the impact of the DE project on the student teacher's classroom practice.

























Education Department,
National University of Ireland, Maynooth,
Maynooth,
Co. Kildare.

Programme: Professional Masters in Education
Number of Students: 110
Project Leader: Angela Rickard
Also involved in delivering the project: Pat Callan; Mira Dobutowitsch ; Rose Dolan; David Dwyer; Maria Feeney; Bernie Grummell; Céline Healy; Pádraig Hogan; Anthony Malone; Catriona O’Toole; Mary Reilly; Sharon Todd; Tom Walsh; Shelagh Waddington ; Keith Young


Development Education Week 2015

This year with the advent of the two-year Professional Master in Education (PME), Development Education Week was extended from three to four days. In addition to the traditional three day DevEd week on campus for the PME year 1 students, we also organised a day off campus in Carlow for the Year 2 students.

On Monday 16th November teachers Joe Clowry from St Mary’s Academy, Carlow and Eleanor Lee from Coláiste Bhríde Carnew created a suite of workshops that were deliverd by combined groups of pupils from each of the two schools. The same groups also came to Maynooth on Wedensday to work with the PME Year 1 group.

In the afternoon of the Monday and courtesy of WorldVision Ireland we screened four episodes from the film Girl Rising (2013). This critically acclaimed film follows the life stories of nine extraordinary girls who struggle every day for freedom, education and a voice.

To finish the day in Carlow we were delighted to welcome Dr. Garrett Campbell and Tony O’Rourke, who presented the work of the GlobalSchoolroom (www.globalschoolroom.net) . With the help of Irish volunteer teachers Global Schoolroom has been delivering a teaching diploma in North East India for the past eight years.

Back in Maynooth from Tuesday to Thursday that week the PME Year 1 students were introduced to DevEd through a rich programme of workshops and lectures. Workshops were designed and delivered by a range of Development Education partners including: Jennifer Harris (Waterford One World Centre), Vicky Donnelly (Galway One World Centre), Claire Marshall (Concern Worldwide), Sian Crowley (Debt and Development Coalition Ireland), Lizzy Noone (WorldWise Global Schools), Aoife Titley (Maynooth University & DICE Coordinator) and Lydia McCarthy (Trócaire).

One of the outstanding features of DevEd week in Maynooth over the past number of years has been the involvement of second level pupils. In addition to having the pupils from St. Mary’s Academy, Carlow and Coláiste Bhríde, Carnew, mentioned above, we were delighted to welcome pupils from Portmarnock Community School, from Collinstown Park Community School, Clondalkin and from Coláiste Bríde, Clondalkin. With a combined total of around 60 pupils leading no fewer than 14 workshops using active methods and innovative technology they demonstrated not only outstanding teaching skills but also a passionate commitment to human rights and social justice education. This was a source of considerable inspiration for the PME students and we are very grateful to the all the teachers and pupils who put so much work into the preparation of these workshops.

A central aspect of DevEd week in Maynooth is the creativity that the PME students themsleves show when asked to think about how they would integrate DevEd into their own teaching. To enable them to conjure up new ideas and to work together this year we called on artist Deirdre Rogers and four other colleagues from ReCreate Ireland (www.recreate.ie) namely: Genevieve Hardden, Anne Cradden, Mark Holburn and Deirdre O'Reilly. Located in venues stretching across the campus and beyond (!) Wednesday afternoon saw students work in small collaborative groups to produce a ‘creative response’ to what they had been learning over the previous day and a half. Their work was exhibited in the Iontas Foyer for a week or so afterwards so other groups could enjoy the astonishing artwork they produced in such a short length of time!

Some further highlights of the week were the keynote presentations: on Tuesday to start the week Professor and Head of Department Dr. Sharon Todd spoke to the theme of “Glocalisation & Education” while on Wednesday morning we were honoured to welcome to Maynooth Prof. Vanessa Andreotti from the University of British Columbia. Dr. Andreotti also generously gave her time to work with teachers and Maynooth staff. On Thursday a panel including another international guest Barnabas Mwansa (Barnabas Research & Training Institute, Zambia), Meliosa Bracken, PhD student in Maynooth University and Mr. Mirza Ćatibušić (a member of the Bosnian Community in Ireland), who each offered their insights about development issues from their experience as educators in different settings.

Development Education Week is supported by Irish Aid under the auspices of the Ubuntu Network and the international speakers we welcomed this year were funded with support from the UNI-DEV project in the Kimmage Centre for Development Studies.









Click here to view the Ubuntu Submission to IA on Research


Education Department,
St. Angela's College
Lough Gill,
Co. Sligo

Programme: Undergraduate programmes B.Ed. (4yr) & also new BA/PME (5yr)
Number of Students: 305
Project Leader: Dr Maria Campbell
Also involved in delivering the project: Fiona Crowe, Dr. Mary Shannahan (Religious Education); Sonya Coffey (Biology); Dr. Brian O’ Boyle/Kate Mohan (Economics); Dr. Mairéad Conneely (Gaeilge)

Teaching Global Perspectives: A Focus on the Practice


This project has two related components, firstly an intense and targeted initiative which focuses on supporting 75 B.Ed.(Yr2) students and the lecturers which deliver on subject specific pedagogy to design, deliver and evaluate a lesson in Gaeilge, Economics, Biology and Religious Education for microteaching which has DE at the core with a view to their extending this practice on school placement. The second component aims to raise awareness, interest and stimulate debate on DE among the other 230 student teachers, the lecturing staff, pupils and teachers from the local schools (up to 150 pupils on a given day over a five day period) who take part in the microteaching programme, and to support and develop new networks and partnerships with local NGOs.

Firstly, this project targets the B.Ed(Yr2) students and endeavours to support them to design and deliver lessons in Gaeilge, Economics, Biology and Religious Education which have DE at the core for the assessed microteaching component of the programme. In doing so it is envisaged that this support would enable them to extend this practice to their School Placement (SP). The students will have 8 hours of lectures/workshops in order to support them in their lesson planning and delivery (details in the following section). This will include 2 x 1hour workshop/computer lab sessions where they will be supported to create teaching resources and to create a poster for a poster competition which will be on display for a week. Finally the students will be asked to carry out an evaluation following their Microteaching where they can indicate how helpful the intervention/project was and the extent to which they feel they have been supported to extend this practice to their school placement. (It is envisaged that a follow-up evaluation could take place post school placement which would provide valuable insights into how effective the project was and offer suggestions as to improvements/modifications that could prove more beneficial).

A secondary aim is to stimulate interest in DE among the other 230 students in years three and four of the B. Ed. programme and the cohort of 85 first year students on the new BA/PME programme. Currently only B.Ed. (Yr 4) students take a compulsory assessed module on DE, while DE or elements of DE are entwined and embedded throughout the programme. DE themed posters will be on display over the period of a week, with comment sheets attached to each poster aimed at stimulating discussion and debate among the students and among visiting teachers and pupils who take part in the Microteaching programme. A lunchtime workshop run by an NGO will also act as a stimulus to engagement and will be open to staff, students, teachers from local schools who take part in the Microteaching programme, local NGOs and organisations. This provides the students with the opportunity to engage in discussion, critique and debate on DE with a wider cohort of individuals than just their peers.

A third aim of the project is to stimulate interest and to support lecturers in the area of DE, in particular the lecturers who deliver subject specific pedagogy so that they may in turn support students in the design, planning, resourcing and delivery of lessons on Microteaching. Microteaching in year two of the B. Ed. is in the Elective subjects, i.e., Gaeilge, Economics, Biology and Religious Education (Home Economics takes place in year one). Students must be successful in this component if they are to progress to school placement. Students work in groups of 3 or 4 and design and deliver a 40/45 minute lesson to groups of 12/15 pupils from local second level schools which is recorded. The assessment sheets for Microteaching will be modified to include a section on DE and resources which specifically address DE.

A fourth aim of the project is to stimulate interest in DE among local schools and organisations by inviting them to view the poster competition and to come to the lunchtime workshop with the NGO. Similarly the Mictroteaching sessions will all have a DE theme so pupils from local schools will be introduced to DE.

School of Education,
Faculty of Arts, Humanities and Social Sciences,
Trinity College Dublin,
College Green,
Dublin 2.

Programme: Professional Diploma in Education
Number of Students: 100 (24 in the elective)
Project Leader: Dr Ann Devitt
Also involved in delivering the project: Fiona King (with guests Mary-Elaine Tynan, Liam Wegimont)

Development Education Elective


The primary aim of the TCD Development Education intervention is to provide for long term integration of development education (DE) and global learning within the Professional Master of Education (PME). Led by Fiona King, the intervention will encompass the delivery of the development education (DE) elective. The programme will encompass a series of 12 hour long lectures and workshops which aims to provide opportunities for the development of awareness and appreciation of cultural values in the Irish, European and Global contexts.

It demonstrates a commitment to democracy, social justice, equality and inclusion and to promote and accommodate diversity through active learning methodologies. It aims to build student’s critical media literacy skills, and enabling creative approaches to delivering issue-based content in the classroom. The student teacher will explore themes of social injustice, inequality, human dignity, cultural and environmental concerns framed within the context of DE in a cross curricular context.

All PME students must select one 5 ECTS specialism in semester 1 of year 1 which they must attend and in which they are assessed. Development Education will be one of 5 specialisms offered to the 160 students next year with approximately 30 students taking DE.

In addition to introducing DE concepts to a core student cohort, this elective will facilitate an opportunity to elicit student teacher voice toward disseminating DE within the subject pedagogies through the production of a series of webinars that show case their DE schemes.

Module assessment: The assessment on this module will include the development of a scheme of work plans to embed DE within the student teacher’s subject area, a practical and theoretical rationale for the integration of DE into the curriculum as set out in the lesson plans and in the particular school context in which the student teacher is placed.

The student teacher will be required to teach all or some of this scheme and the assessment will include the reflections on their own practice and their students’ learning in relation to DE concepts and topics.

School Placement: The student teachers may opt to be supervised on teaching practice for these lessons. In these instances the supervisor will engage with the cooperating teacher in school on the DE aspects of the student teacher’s practice.

School of Education,
Faculty of Arts, Humanities and Social Sciences,
University College Cork,
O'Donovan's Road,
Cork.

Programme: Professional Diploma in Education
Number of Students: 100 in total (with 8 students voluntarily attending further sessions) – also involving 18 from Crawford College)
Project Leader: Dr Steve O’Brien and Gertrude Cotter

“Id Est”: Integrating Development Education into Student Teacher Practice


This is a proposal for Year 2 of UCC’s project, “Id Est”: Integrating Development Education into Student Teacher Practice. Students in Year 2 of the PME Programme are now more focussed on both their teaching practice and on their masters research paper after Christmas.

We would like to explore how students can bring Development Education frameworks into their classrooms and into their masters’ theses. We feel that such an approach offers opportunities which are relevant and exciting for the student teacher. We also see this as an opportunity for our School to research the real impact of this work both within the classroom and students’ own research work.

In addition we would like to organise a high-profile conference with a view to exploring the crucial links between critical pedagogy and development education. Given the expertise in critical pedagogy of several staff members in our School, we see opportunities to develop staff capacity to further realise the integration of development education within their work. A conference will expose staff and postgraduate students to appropriate academic theories, ideas and expertise.

The conference would be open to the university as a whole and to other national and international institutions (including the community and voluntary sectors).

School of Education,
UCD College of Human Sciences,
University College Dublin,
Belfield,
Dublin 4.

Programme: Professional Masters in Education
Number of Students: 120
Project Leaders: Ciaran Sugrue


Project Summary:


Borrowing from our colleagues in NCAD—Changing Landscapes—a previous Ubuntu project, we seek to build on this foundation stone across the two years of the PME programme. In year one, the focus is on intellectual input, key concepts, development, justice and equity as well as sustainability, contributing to the creation of an interior intellectual disposition, a way of being in the world whereby students can think globally while acting locally, within classrooms, schools and communities. In addition to this interior landscape, students will be encouraged to extend their pedagogical repertoires, regardless of their disciplinary expertise, to cultivate active learning among their students/ pupils so that they too garner a sense of their own agency, and enhance their understanding of how the world works, while mindful and committed to making it a better place for all. In this regard, students will be encouraged to include in their lesson plans elements of this intellectual and pedagogical landscapes, promoting active learning and engagement while encouraging students to make connection between the immediate and the remote, to be mindful of the tangible links between the butterfly in the rainforest and the Atlantic storm on our doorstep.

In year two, the interior and exterior landscape is consolidated and deepened by drawing on a variety of expertise, concentrated into a Development Education Day. This will be provided in Semester one, while there will be greater emphasis on disposition and commitment to action, in the context of lesson planning, teaching, learning and assessment, particularly formative approaches to the latter. Students will be regularly in schools during this semester, while in the second semester they will all be in schools full-time for a period of ten weeks. During this time, they will be encouraged to undertake a series of lessons in their respective disciplines that keep development issues to the fore over time, with the additional possibility of undertaking a project that orients the disciplinary topics in their subject planning in an overt manner to development concerns, promotion of them, the cultivation of an appropriate disposition and a propensity to act in a manner consistent with that orientation.

Dept of Education and Professional Studies,
Faculty of Education and Health Sciences,
University of Limerick,
Castletroy,
Limerick.

Programme: Professional Diploma in Education (Maths, Languages, PE, Technology, Music, Business)
Number of Students: 110 (also involving 21 from LSAD)
Project Leaders: Dr Joanne O'Flaherty, Dr Raymond Lynch

Activities 1, 2 and 3 of this project propose to build on existing Development Education provision in undergraduate ITE in UL (see table below).

These activities specifically address the 3rd year module, EN4016, and contribute to the third component of Ubuntu’s Integration Model by aligning Development Education with an existing module on Diversity.

The module, EN4016, aims to enhance students’ understanding of diversity in society and schooling (e.g. racial, ethnic, cultural, sexuality). Student teachers’ capacity to respond to difference and to be aware of the situations and adversities that people face is central to them developing a sense of empathy, solidarity and agency for a more just and sustainable society, and for commitment to Development Education.

This module has not previously been supported by Ubuntu, however the proposed project is informed by an evaluation of 2014/15 student assignments from EN4016 which indicated that discourses of ‘us’ and ‘them’ and ‘deficit thinking’ continue to be a significant feature of students’ thinking in spite of such concepts being problematized and interrogated during the module.

It also draws on research conducted in Education and Training Board (ETB) publicly managed schools which explored the issue of diversity and pluralism (religious, racial, ethnic) in the schools and how they do/do not express values that reflect their pluralist student population.

As such, with a view to further developing EN4016 to build students’ awareness of and respect for diversity in Irish society, this project proposes to:

  • Activity 1: Conduct an in-depth exploration of students’ conceptualisations of diversity before, during and after participating in EN4016. This will provide key insights needed for developing the module in order to adequately educate student teachers in local and global politics of diversity in schooling and society. [lead by Dr. Aoife Neary]

  • Activity 2: Develop 10 case studies on ‘diversity, pluralism and publicly managed schools in Ireland’, for use in the module in the Academic Year 2016-2017. Aspects of the case studies will explore such theoretical issues as multiculturalism, assimilation theory, power and privilege. Through reading, engaging in discussion on and critiquing these case studies, and therefore the practice of schools, student teachers will be encouraged to explore, and challenge their preconceived ideas and assumptions around diversity in Irish society and how publicly managed schools are responding in this regard. [lead by Dr. Orla McCormack and Dr. Joanne O’Flaherty]

  • Activity 3: Development Education context will be increased by providing an input from a guest speaker from the Paulo Freirean Institute (PFI-UK), Roehampton University on addressing inequality through education. This will be done in association with the first year module EN4012. [lead by Dr. Timothy Murphy]

  • Activity 4: of this project proposes to retain Development Education provision for the incoming PME1 cohort as delivered in the Academic Year 2014-2015 (outlined below) and build an additional incremental provision for the PME2 cohort in 2015-2016.



  • As such, in addition to that listed above, activity 4 proposes

    1. To provide subject specific development education interventions for two further subject disciplines (business and music) within their subject pedagogy modules. This may take place in either year 1 or year 2.

    2. Include Development Education in a scaffolded way as part of the portfolio requirements for the PME.

    3. Provide resources for up to 5 PME students who opt to undertake a Development Education based Master’s thesis, including core texts and funds for transcription of data/data entry.

    4. Ensure adequate provision of Development Education texts and journals in the main library for both PMEs and undergraduate student teachers.

    5. Provide a seminar for teacher educators to discuss Development Education as a cross cutting theme in the PME.