MATHEMATICS

In general, the low level of knowledge and insight that pre-service teachers possess in the
physical sciences is a matter of deep concern. Low percentages of students entering ITE courses
have studied Physics or Chemistry for the Leaving Certificate, while a high percentage of
students have studied Biology (Murphy and Smith, 2012). Poor scientific content knowledge
leads to a lack of confidence in teaching those subjects.
In Ireland, there has been a move in recent years towards the establishment of a general set of
standards for teachers which includes the use of ICT in teaching and learning. Highlighting ICT as
one of the key national priority areas and a significant aspect of student teachers’ developing
professional skills, the Teaching Council lists ICT in Teaching and Learning as one of the
mandatory elements of ITE (Teaching Council, 2011a). As ICT has the power to be transformative
and lead to the design of new learning environments, its use needs to be embedded across
course work in ITE.
School placement is an inherent component of all ITE programmes. While it usually takes place
in either a primary or post-primary school (depending on the programme of study), some
students of post-primary ITE programmes have a practicum in a senior primary setting.
However, short placements with STEM-related industries during teacher preparation could also
offer important experience and insights into the importance and practical applications of STEM.
This would be an opportunity for industry to contribute to developing stronger STEM education
in Ireland.
In addition, student primary teachers’ confidence and insight in STEM would be enhanced if they
were mentored or supervised by teachers/placement tutors with an expertise in STEM.
Proposed Actions
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
n The ongoing supply of ‘qualified STEM teachers’ (at post-primary level) should be a particular
focus of the Teaching Council in its planned report on teacher supply to the Minister for
Education and Skills.
n The development of specialist STEM teachers (‘STEM Champions’) should be encouraged in
primary schools. Such specialists would work with colleagues to disseminate insights and
best practice in STEM Education. A ‘STEM Champion’ should hold a recognised postgraduate
qualification (e.g. in Mathematics Education, Science Education, Technology Education, STEM
Education). Support should be provided to primary teachers to gain such qualifications.
n All STEM teaching in post-primary schools should be delivered by qualified STEM teachers (as
defined by the Teaching Council), and the imbalance in the proportions of teachers qualified
in biology, physics and chemistry should be addressed as a matter of urgency (see TOR 2).
n The minimum entry requirements into the B.Ed. degree programme (for primary teachers)
should be reviewed as soon as possible with a view to creating greater equity across core
subject areas.
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