MATHEMATICS

CHAPTER7
All Proposed Actions & General Recommendations
Term of Reference 1:
Preparation of teachers (at primary and post-primary level) for STEM education in Ireland
Proposed Actions:
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.
n Students of ITE (primary) programmes should undergo an audit of subject-matter knowledge
(SMK) in STEM subjects (mathematics and science) over the course of their programme. Selfor
peer-evaluation may be helpful in this regard. Supports should be provided to ensure that
students address deficits in their knowledge, e.g. mathematics-learning support.
n Offer incentives (e.g. targeted bonus points per STEM subject up to a maximum of two
subjects, for example) to Senior Cycle students seeking to enter concurrent STEM Teacher
Education degree programmes (for post-primary) generally but especially in mathematics,
physics, chemistry and engineering.
n Support all primary teachers (in ITE) in building their subject matter knowledge (SMK) and
pedagogical content knowledge (PCK) in science, mathematics and technology as part of a
broader professional portfolio of expertise and related activities.
n Require all primary teachers in ITE to pass all STEM-methodology-related subjects (without
compensation) in final examinations, where this is not currently the case.
n Include a formal consideration of STEM education during mentoring of student teachers
during their primary school placement.
n Support the active engagement of schools with STEM-related industries across a broad range
of fronts (e.g. the possibility of optional placements in STEM industries during primary and
post-primary teacher preparation phases should be explored).
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
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