MATHEMATICS

ecognition of the role of the informal STEM education provided by various stakeholders, such as
enterprise partners, will support CPD.
Proposed changes in post-primary education have resulted in STEM subjects being more
focused on deeper understanding of core concepts, as well as the application of knowledge and
understanding. This level of engagement demands more time to be successful.
Concern about the state of the physical sciences in post-primary schools has persisted for many
years. Physics, and to a lesser extent chemistry, attract low numbers at Leaving Certificate level.
The majority of Junior Cycle science teachers are qualified in biology. This leads to a skewed
distribution of STEM teacher qualifications, and suggests the need for a CPD strategy targeted at
up-skilling non-specialist or out-of-field teachers of physics and chemistry in the short-tomedium
term.
Proposed Actions
n Develop a coherent policy framework for CPD in STEM education, recognising that this may
be part of a broader CPD framework for teachers. The DES, together with partners such as the
NCCA, Teaching Council, HEIs, SFI, subject associations and the private sector, should address
this as a matter of urgency.
n Support STEM teachers (primary and post-primary) financially and through appropriate
career opportunities to embrace CPD and lifelong learning in their STEM disciplines (and
related pedagogy) as a means of advancing their professional development.
n Develop a common currency for assessing and accumulating CPD elements in STEM
education for accreditation purposes. Such currency units (such as credits or points) should
be used in defining professional recognition from the Teaching Council.
n Develop CPD programmes for primary teachers to expand their knowledge in STEM subjects
in order to build capacity in schools for the role of ‘STEM Champions’.
n Working with the Teaching Council, all stakeholders should ensure that a comprehensive
suite of STEM CPD programmes is available to post-primary teachers as part of their
professional learning requirements under the forthcoming Teaching Council Framework for
Continuous Professional Learning.
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
n Develop STEM up-skilling programmes in physics, chemistry and biology for science teachers
(post-primary) so that they can upgrade their registration status to a level of being qualified
to teach in these subjects. Such programmes could build on the successful DES blended
education model developed for the out-of-field teachers of mathematics (at UL).
n Maintain a strong CPD programme in mathematics, because mathematics is fundamental for
all STEM education.
n Link formal and informal STEM education providers under a national initiative, such as SFI
Discover, to create opportunities for non-traditional CPD for STEM teachers (e.g. museums,
zoos, science galleries).
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